تحلیل پدیدارشناختی تجارب معلمان ابتدایی از پویایی‌های فرهنگ یادگیری

Azany, O. A. (2024). Investigating the impact of teaching styles on student motivation in middle schools. Kampret Journal, 4(1), 1-14.

Azizi, A., Azizi, N., & Amini Bagh, A. (2025). The construction of teachers' lived experiences of the exclusive use of Persian in schools. Sociology of Culture and Art, 7(1).

Bess, J. L., Johnstone, D. B., & Dee, J. R. (2023). Understanding college and university organization: Theories for effective policy and practice: Volume II—Dynamics of the system (Vol. 2). Routledge. https://doi.org/10.4324/9781003448440

Borthwick, A. C., Foulger, T. S., & Graziano, K. J. (2022). Championing technology infusion in teacher preparation: A framework for supporting future educators. International Society for Technology in Education.

Clark, A. (2022). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Routledge. https://doi.org/10.4324/9781003051626

Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons. https://doi.org/10.1002/9781119210214

Erickson, M., Hosmer, S. K., & Scanlan, M. (2024). Etienne Wenger: A social learning theorist. In The Palgrave Handbook of Educational Thinkers (pp. 1905-1917). Springer International Publishing. https://doi.org/10.1007/978-3-031-25134-4_215

Frearson, A., & Duncan, M. (2024). An interpretive phenomenological analysis of teachers' lived experiences of working with traumatised children in the classroom. Journal of Child & Adolescent Trauma, 17(2), 555-570. https://doi.org/10.1007/s40653-024-00614-9

Ghapanouri, M., Rostampour, M., Ariapour, M., & Gholinia Firouzjaei, F. Z. (2024). Promoting a culture of knowledge and experience sharing among elementary school teachers First Humanities Conference with a New Approach, Astara.

Ghorbankhani, M., Salehi, K., & Moghaddamzadeh, A. (2019). Identifying factors affecting the formation of a culture of false assessment in elementary schools. Educational Measurement and Evaluation Studies, 9(26), 29-69.

Giroux, H. A. (2024). Theory and resistance in education: Towards a pedagogy for the opposition. Bloomsbury Publishing. https://doi.org/10.5040/9781350458529

Gouran, S., Salehi, K., & Javadipour, M. (2017). Representing elementary school teachers' lived experiences of changes in the assessment system and their role in the teaching-learning process: A phenomenological study. Teacher Education Policy Studies, 1(3), 135-163.

Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161. https://doi.org/10.1016/j.tate.2014.12.011

Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of a Shanghai primary school. Educational Management Administration & Leadership, 45(1), 101-122. https://doi.org/10.1177/1741143215623785

Hecht, J., & Kahrens, M. (2021). How does national culture affect the teaching style in higher education and what are the implications for the student experience? Tertiary Education and Management, 27(2), 107-127. https://doi.org/10.1007/s11233-021-09068-2

Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning. Routledge. https://doi.org/10.4324/9781315813615

Javadani, M., Salehi, S., & Bazrafkan, M. (2023). A phenomenological analysis of elementary school teachers' lived experiences of integrating play into the teaching-learning process. Educational Innovations, 22(2), 43-80.

Kheir Farraj, R., & Orland Barak, L. (2025). Same words, different meanings: Examining curriculum making from the perspective of language teachers' epistemic beliefs. Frontiers in Education, 10, 1478691. https://doi.org/10.3389/feduc.2025.1478691

Lombardi, L., Thomas, V., Rodeyns, J., Mednick, F. J., De Backer, F., & Lombaerts, K. (2024). Primary school teachers' experiences of teaching strategies that promote pupils' critical thinking. Educational Studies, 50(5), 683-701. https://doi.org/10.1080/03055698.2021.1990017

Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge. https://doi.org/10.4324/9781315147277-8

Mohammadi, Y., Vinnervik, P., & Khodadad, D. (2024). The possible impact of department teaching culture on teaching styles of new teachers: A case study of a Swedish university department focused on engineering education. Education Sciences, 14(6), 631. https://doi.org/10.3390/educsci14060631

Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Teacher-centered versus student-centered teaching: Preferences and differences across academic majors. Journal of Effective Teaching in Higher Education, 4(1), 18-39. https://doi.org/10.36021/jethe.v4i1.156

Nikpey, I., Roumani, S., Karnokar, M., & Sheikhi, A. (2025). Teachers' lived experiences of the opportunities and challenges of lesson study: A study of elementary school teachers in Doroud. Educational Research, 11(41).

Nogina, T., Arupova, N., Mekeko, N., & Fomina, S. (2024). Examining the evolution and components of the culture of learning in university education: A systematic scoping review. Journal of Language and Education, 10(2), 134-152. https://doi.org/10.17323/jle.2024.21686

Oleson, K. C. (2023). Promoting inclusive classroom dynamics in higher education: A research-based pedagogical guide for faculty. Taylor & Francis. https://doi.org/10.4324/9781003446552

Rodriguez, A. L., Gallardo, K., Ruelas, C. S. T., & Gutierrez, R. I. P. (2021). Perceptions of formative assessment in secondary education: Beyond teaching styles. The International Journal of Assessment and Evaluation, 28(2), 35. https://doi.org/10.18848/2327-7920/CGP/v28i02/35-51

Rojo, J., Ramjan, L., George, A., Hunt, L., Heaton, L., Kaur, A., & Salamonson, Y. (2023). Applying Mezirow's Transformative Learning Theory into nursing and health professional education programs: A scoping review. Teaching and Learning in Nursing, 18(1), 63-71. https://doi.org/10.1016/j.teln.2022.09.013

Salehi, K., Bazargan, A., Sadeghi, N., & Shokouhi Yekta, M. (2015). A phenomenological analysis of elementary school teachers' perceptions and lived experiences of the strengths and weaknesses of the descriptive assessment program. Research in Educational Systems, 9(31), 19-68.

Stephenson, J. (2023). Culture and sustainability: Exploring stability and transformation with the culture's framework. Springer Nature. https://doi.org/10.1007/978-3-031-25515-1

Tzenios, N. (2022). Learner-centered teaching. International Research Journal of Modernization in Engineering Technology and Science, 4(12), 916-919.

Van Wormer, K. S., & Besthorn, F. H. (2017). Human behavior and the social environment, macro level: Groups, communities, and organizations. Oxford University Press.

Warren, A., & Ward, N. (2021). How do you get the courage to stand up? Teachers' constructions of activism in response to education policy reform. Discourse: Studies in the Cultural Politics of Education, 42(4), 544-558. https://doi.org/10.1080/01596306.2020.1716689

Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky's constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning (Edulearn), 19(1), 431-440. https://doi.org/10.11591/edulearn.v19i1.21197

Wu, J. G., Zhang, D., & Lee, S. M. (2023). Into the brave new metaverse: Envisaging future language teaching and learning. Ieee Transactions on Learning Technologies, 17, 44-53. https://doi.org/10.1109/TLT.2023.3259470

Yeol, L. S. (2020). Analysis of the effect of school organizational culture and professional learning communities on teacher efficacy. Integration of Education, 24(2), 206-217. https://doi.org/10.15507/1991-9468.099.024.202002.206-217