Thesis:

Identifying Teachers' Mental Patterns Regarding the Effective Application of New Teaching Methods

Abstract This study aimed to identify teachers' mental patterns regarding the effectiveness of applying new teaching methods by formal primary school teachers in Quchan city. The nature of the present research method is exploratory and specifically uses the Q method. The participants are 12 experienced primary school teachers in the city who were selected using a theoretical and purposeful sampling method. A normal ranking distribution from strongly agree (+5) to strongly disagree (-5) was used to collect data from the chart for 36 statements. The content method was used to examine the validity and the Cronbach's alpha test was used to examine the reliability. For data analysis, according to the findings obtained from the qualitative stage, the statements in question were valued by the participants in the quantitative stage and then the data were analyzed using the Q factor analysis statistical method using the SPSS 24 statistical software. The results showed that there are 4 categories of opinions or views, which represent about 60% of the participants' views, which are divided into 4 main categories (active teaching methods, technology-based, analytical-critical, and personalized). Regarding effective new teaching methods, among the proposed and identified indicators, the importance coefficient of technology-based teaching methods was 0.172 and was confirmed as the most important compared to the others. The results of the study also show that the consensus of experts on personalized methods was obtained with the lowest importance coefficient of 0.161

Keywords: New teaching methods, teachers, elementary school, mental model