Al-Obaydi, L. H., Shakki, F., Tawafak, R. M., Pikhart, M., & Ugla, R. L. (2023). What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment.
Frontiers in Psychology,
13, 1083673.
https://doi.org/10.3389/fpsyg.2022.1083673
Arab, Z., Munavariyan, A., & Nargesian, A. (2023). Presenting the constructive performance feedback model to academic staff (case study: faculty members of Shahid Beheshti University).
Culture in Islamic University,
13(48), 39-76. [in Persian]
10.22034/ciu.2023.48.39
Azizi, M. , Heidari Tabrizi, H., & Lotfi, A. (2023). An In-depth analysis of the cognitive gaps between novice and experienced Iranian EFL teachers.
Iranian Journal of Learning and Memory,
6(21), 12-38. [in Persian]
https://doi.org/10.22034/iepa.2023.171199
Babaee, M., & Qaderi, B. (2025). Analysis how to "achieve learning while teaching for teachers" based on the lived experiences of elementary school teachers.
Journal of Educational Psychology Studies,
22(58), 50-24. [in Persin]
10.22111/jeps.2025.47952.5656
Dehghan Manshadi, M., Hemati, H., & Barzegar Bafroee, K. (2024). Investigating the obstacles and challenges of implementing student learning assessment methods of Farhangian University of Yazd in Corona from the perspective of professors and student teachers in the academic year of 2020-2021.
Theory and Practice in Teachers Education,
10(17), 144-127. [in Persian]
10.48310/itt.2023.3108
Dortaj, F. (2025). The effect of gamification on memory, academic vitality and the teaching and learning process in senior female students of Allameh Tabatabai University in Tehran.
Educational Technologies in Learning. [in Persian]
https://doi.org/10.22054/jti.2025.80673.1509
Ebrahimi, N., & Mahmoud Baboui, M. (2025). A qualitative study of learning outcomes in student teachers' professional development: A case study of teaching practicum courses.
Journals of Research in Teacher Education Curriculum Studies [in Persian].
10.48310/jcdr.2025.19145.1171
Ebrahimzadeh, A., & Kashefi, H. (2023). The effect of GeoGebra Software on Student-Teacher Motivation in Learning of General Mathematics 2 through e-Learning.
Quarterly Journal of Education Studies,
9(33), 1-12. [in Persian]
https://researchbt.cfu.ac.ir/article_2765.html?lang=en
Eghbali, A., Raei, F., & Dadashzadeh, M. (2025). Predicting the academic engagement of pre-service mathematics teachers based on mathematical resilience and learning behaviors (e225657).
Journal of Educational Innovations, e225657 [in Persian]
10.22034/jei.2025.487135.3072
Hamedinasab, S., Azizi, M., & Mohammadi, R. (2024). An analysis of students' teacher perceptions of learning content in social networks: A phenomenological study.
New Media Studies,
10(39), 244-223. [in Persian]
https://doi.org/10.22054/nms.2023.69597.1447
Hamid, S. (2025). Emotional intelligence in education: A Catalyst for effective teaching and learning.
Voyage Journal of Educational Studies,
5, 117-133. DOI:
10.58622/vjes.v5i1.218
He, M., & Joy, M. (2026). Lived experiences on academic frustration: Teachers’ and students’ perspectives in Fuzhou China.
International Journal of Education and Humanities,
6(1), 33-43.
https://i-jeh.com/index.php/ijeh/article/view/387
Heydariyezadeh, B. E., Shakri, O., Fathabadi, J., Shahidi, S., & Akbari Zardkhane, S. (2023). The positive Teacher: Development of a grounded theory conceptual model.
Positive Psychology Research,
9(3), 1-32. [in Persian]
10.22108/ppls.2023.136987.2407
Kadim Rahumi, R., & Alavinia, P. (2024). Language teachers’ preferred and practiced teaching styles: Evidence from Iraqi high school EFL Context.
Iranian Journal of Learning and Memory,
7(28), 45-63. [in Persian]
https://doi.org/10.22034/iepa.2025.523353.1532
Khazaei, M., Ebadi, M., Azhini, M., & Shahorani Semnani, A. (2025). The impact of software-based flipped learning on the educational competencies and professional development of student teachers. Management, Education and Development in the Digital Age, 2(1), 310-328. [in Persian]
https://doi.org/10.61838/medda.2.1.21
Lang, Y., Xie, K., Gong, S., Wang, Y., & Cao, Y. (2022). The impact of emotional feedback and elaborated feedback of a pedagogical agent on multimedia learning.
Frontiers in Psychology,
13, 810194.
https://doi.org/10.3389/fpsyg.2022.810194
Li, Z., Yang, Z., & Wang, M. (2023). Reinforcement learning with human feedback: Learning dynamic choices via pessimism.
arXiv preprint arXiv:2305.18438.
https://doi.org/10.48550/arXiv.2305.18438
Mageed, I. A. (2025). The emotional catalyst: Why emotional intelligence dominates in mathematics lesson planning.
1(1), 1-32. DOI:
10.5281/zenodo.17684430
Nadav, N., Benoliel, P., & Schechter, C. (2026). How principals' systems thinking shapes teacher team effectiveness: Exploring the role of organizational learning mechanisms.
European Journal of Education,
61(1), e70373.
https://doi.org/10.1111/ejed.70373
Rahimi, S., Mesrabadi, J., Habibi Kaleybarm R., & Farid, A. (2025). Compiling an educational neuroscience training program for pre-service and in-service teachers.
Shefaye Khatam,
13 (4),74-90. [in Persian]
10.61882/shefa.13.4.74
Shahverdi, R., RezaeiZadeh, M., & Vahidi-Asl, M. (2023). Methods and tools for creating effective teacher-student interaction in the virtual classroom.
Technology of Education Journal (TEJ),
17(3), 487-506. [in Persian]
https://doi.org/10.22061/tej.2023.9495.2853
Solimannejad, M. (2025). Analyzing the components of effective professors in teacher education with a grounded theory approach.
Quarterly Journal of Research in Social Studies Education. [in Persian]
https://alborzmag.cfu.ac.ir/article_4552.html?lang=fa
Soroosh, Z., Ebrahimighavam, S., & pourhosein, M. (2024). Leveraging metacognitive approaches to improve educational performance.
Iranian Journal of Learning and Memory,
7(28), 5-24. [in Persian]
https://doi.org/10.22034/iepa.2025.526880.1537
Van Manen, M. (2016).
Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Routledge.
https://doi.org/10.4324/9781315421056
