مطالعه اکتشافی موانع اجرای برنامه معلم پژوهنده: یک پژوهش آمیخته

Abedini Alavi, H; Nili Ahmedabadi, M; Nistani, M; Liaqtdar, M. (2021). Clarifying the goals of the curriculum based on teacher-researcher training at Farhangian University. Education technology. 15(3), 408-395. doi: 10.22061/tej.2020.6409.2391 [in Persian]

Aghaei, M. (2011). Recognizing the categories and indicators of action research and evaluating the degree of conformity of the research teachers' works with these indicators. (Master's thesis). Mashhad Ferdowsi University. [in Persian]

Akrami, R, Karsheki, H, and Karmi, M. (2012). Examining the research expertise of teachers: a step towards the realization of the document of fundamental transformation of education. Proceedings of the 12^th Annual Conference of the Iranian Curriculum Studies Association, National Conference on Changes in the Curriculum of Education Courses. [in Persian]

Amin, M. Z., Rashid, R., & Teh, K. S. (2019). A Review of Action Research Component in the Pre-Service Teacher Education for Elementary School in Malaysia. Elementary Education Online, 18(1), 1-7. Doi: 10.17051/ILKONLINE.2018.426493

Antonio Jr, T. E. (2020). Master Teachers' Challenges in Doing Action Research: A Case Study. Universal Journal of Educational Research, 8(7), 2990-2995. Doi: 10.13189/ujer.2020.080727

Babaei, M, Yazdan Panah, S, Azgh, H. (2021). Critical content analysis of "national studies" in the curricular and behavioral areas of students as a teaching method. Teaching Research. 9(2), 1-28. dor: 20.1001.1.24765686.1400.9.2.1.5 [in Persian]

Bergmark, U. (2019). Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care. Educational Action Research. doi:10.1080/09650792.2019.1567367

Borg, S. (2007). Research engagement in English language teaching Journal of Teaching and Teacher Education, 23(1), 731-747. Doi: 10.1016/j.tate.2006.03.012

Borg, S. (2009). English language teachers conceptions of research. Journal of Applied Linguistics, 3(1), 358-388. Doi: 10.1093/applin/amp007

Borg, S., & Alshumaimeri, Y. (2012). University teacher educators research engagement: Perspectives from Saudi Arabia. Journal of Teaching and Teacher Education, 28(1), 347-356. doi: 10.1016/j.tate.2011.10.011

Burns, A., & Westmacott, A. (2018). Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers. Issues in Teachers’ Professional Development, 20(1), 15-23. doi:10.15446/profile.v20n1.66236

Burton, J. (2009). Reflective practice. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 298-307). New York: Cambridge University Press.

Chaichi, P, Goya, Z, Mortaza-Mehrbani, N, and Saki, R. (2006). Evaluation of the degree of achievement of the goals of the research teacher program. Education Quarterly, 22(1), 107-133. [in Persian]

Chou, C. H. (2010). Investigating the effects of incorporating collaborative action research into an in-service teacher training program. Journal Procedia social and Behavioral Sciences, 2(1), 2728-2734. doi: 10.1016/j.sbspro.2010.03.404

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6 ed.). New York: Routhledge.

Daymoks, J. H. (2008). Reflective teaching and learning. London: Sage.

Education Research Institute. (2017). Methodology for the implementation of the 22^nd teacher researcher program. Tehran: Research Institute of Education Studies. [in Persian]

Enayati, T, Jamani, F, and Qurbani, T. (2011). Investigating obstacles to research from the point of view of middle school teachers in Behshahr. New Approaches in Educational Management, 3(4), 189-205. dor: 20.1001.1.20086369.1391.3.12.11.6 [in Persian]

Farashi, L. (2016). Review and analysis of studies and researches carried out in the field of implementation of teacher-researcher project and action research in Iran. The 3^rd national conference of modern studies and research in the field of educational sciences and psychology. [in Persian]

Fayaz, I, Homayunfard, A, Sajjadi, S, Saki, R. (2018). Interpretive phenomenology of the horizons, bottlenecks, and solutions of the teacher-researcher program as an action research on teachers' research. Educational Psychology Quarterly. 15(54), 117-91. doi: 10.22054/jep.2020.42576.2685 [in Persian]

Gandami, F. (2015). Action research under the paradigm of technical rationality or the teacher as a researcher. Theory and Practice in Teacher Education, 2(3), 59-72. dor: 20.1001.1.26457156.1395.2.3.5.0 [in Persian]

Ghasemipoua, I. (2004). A guide for teacher researchers. Tehran: Kaj. [in Persian]

Gore, J. M., & Gitlin, A. D. (2004). Revisioning the academic-teacher divide: Power and Knowledge in the educational community. Journal of Teachers and Teaching Theory and Practice, 10(1), 35-58. doi: 10.1080/13540600320000170918

Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Procedia social and Behavioral Sciences, 33(1), 675-684. doi:10.1016/J.TATE.2012.02.006

Haghparast, T. (2013). The effect of research training in practice in improving the teaching and learning process of elementary school teachers in Tehran. New Approaches in Educational Management, 5(1), 201-220. dor: 20.1001.1.20086369.1393.5.17.11.0 [in Persian]

Hassanzadeh, R, Najafi, H, and Azadi, A. (2006). Factors inhibiting teachers' participation in the research teacher project. New Thoughts Quarterly in Educational Sciences, 1(3), 35-46. [in Persian]

Islamia, F. (2013). Obstacles and problems of conducting research in Faqor brokers. Proceedings of the first conference of educational sciences and social and cultural harms of Iran.[in Persian]

Jafari, M and Omidian, F. (2014). Evaluation of the teacher-researcher program using the SIP evaluation model in education in Ilam province. Proceedings of the International Conference on Humanities, Psychology and Educational Sciences. [in Persian]

Jafarian Yasar, H and Jafarian Yasar, F. (2019). Rereading the concepts of teacher researcher and lesson study from the perspective of educational science students. Educational Research Quarterly. 6(22), 14-35. dor: 20.1001.1.25884182.1399.6.22.2.3 [in Persian]

Kashtovarz Kandazi, E, and Shokohi, M. (2016). Investigating the barriers to action research from the perspective of primary school teacher researchers in Morvdasht city. Teacher Professional Development Quarterly, 2(4), 49-61. dor: 20.1001.1.24765600.1396.2.4.4.5 [in Persian]

Keshavarz, S, and Akhshabi, S. (2014). Obstacles and challenges of research among managers and teachers of education in Tehran. International Conference on Management and Industrial Engineering. [in Persian]

Mateen, N. (2011). Pathology and ways of promotion and development of teacher researcher program in Tehran education. Tehran: Tehran Education Research Council. [in Persian]

Mousavi, H, Ramezani, M, and Pasha, R. (2014). Reasons of avoiding research in education from the point of view of middle school teachers of Neka city. International research conference in behavioral and social sciences. [in Persian]

Mouszadeh, S.A. (2012). Pathology of the action research approach of middle school teachers in Babol city (Master's thesis). Mazandaran University. [in Persian]

Najafihazarjaribi, H, and Qolizadeh, M. (2009). Identifying the intra-organizational factors of teachers' participation in a new challenging action research project in the field of education. Educational Research Journal of Islamic Azad University, Bajnoord Branch, 19(5), 191-205. [in Persian]

Namdari Pejman, M, Ghanbari, S, and Mahmoudi, H. (2012). Identifying obstacles to the implementation of the teacher-researcher program from the perspective of teacher-researchers and practitioners: the case study of Hamadan province. Education and Learning Research, 20(3), 195-216. [in Persian]

Nekoui, A. (2009). A comparison of information-seeking behavior of research and non-research teachers in the four districts of Shiraz. (Master's thesis). Islamic Azad University Marodasht branch. [in Persian]

Piri, M and Salman-Oghli, F. (2011). A comparative study of the educational and training performance of the teachers in the research teacher program with other teachers in the three academic years of Ardabil province from the point of view of the principals. Educational Sciences Quarterly, 4(14), 75-90. [in Persian]

Rezaei, M. (2015). Investigating barriers to teachers' participation in the teacher-researcher program: a case study of elementary school teachers in Tehran's first education district. Educational Leadership and Management, 10(1), 29-46. [in Persian]

Safi Khani, Y, Abbasian, H, Arasteh, H, Abdulahi, B. (2021). Pathology of teacher-researcher program in Iran's education. Educational and educational studies. 10(2), 366-339. dor: 20.1001.1.2423494.1400.10.2.14.1 [in Persian]

Saki, R. (2011). New paradigm teacher-centered research in educational research. Education Strategies Quarterly, 5(3), 191-197. [in Persian]

Santos, A. R., João, T. P., Filgueiras, I. P., & Freire, E. D. S. (2020). Research on the teaching practice itself in physical education classes: implications and challenges perceived by a teacher-researcher. Sport, Education and Society, 1-14. doi: 10.1080/13573322.2020.1802712

Siah Mansouri, S. (2011). Investigating barriers to action research from the perspective of elementary school teachers in Pakdasht city. (Master's thesis). Islamic Azad University, Garmsar branch. [in Persian]

Weiler, J. (2007). Who gets it? Engaging in action research in Zimbabwe. Journal of Action Research, 5(2), 139-159. doi: 10.1177/1476750307077320

Yuan, R., & Lee, I. (2015). Action research facilitated by university-school collaboration. ELT Journal, 69(1), 1-10. doi: 10.1093/elt/ccu031