تحلیل پدیدارشناسانه تجربه زیسته معلمان کلاس‌های چندپایه از به‌کارگیری دانش تربیتی موضوعی بر اساس مدل SFA

Adli, F., Aghasoleimani, H., Amini Shad, M., Fazel, M., & Soufi, F. (2015). Enhancing Teachers' Professional Competence with a PCK Approach (Pedagogical Content Knowledge). Theory and Practice in Teacher Education (New Strategies for Teacher Training), 1(1), 56-75. https://sid.ir/paper/

Ares-Ferreirós, M., Rodríguez-Rodríguez, J., & Varela-Losada, M. (2025). Challenges and opportunities of multi-grade teaching: A systematic review of recent international studies. Education Sciences, 15(8), 1052. https://doi.org/10.3390/edusci15081052

Borbély, D., Gehrsitz, M., McIntyre, S., Rossi, G., & Roy, G. (2023). Early-years multi-grade classes and pupil attainment. Oxford Bulletin of Economics and Statistics, 85(6), 1295-1319. https://doi.org/10.1111/obes.12561

Brown, B. A. (2010). Teachers' accounts of the usefulness of multi-grade teaching in promoting sustainable human development-related outcomes in rural South Africa. Journal of Southern African Studies, 36(1), 189-207. https://doi.org/10.1080/03057071003607428

Chaharbashlo, H., Aliasgari, M., Gholami, K., & Mousapour, N. (2023). Typology of the Elementary Exemplary Teachers' Perceptions of Teaching: A Phenomenographic Study. Journal of Curriculum Studies, 18(68), 33-56. https://www.sid.ir/paper/1522782/en

Darling-Hammond, L. (2012). How teacher education matters. Journal of Teacher Education, 63(4), 296-305. https://journals.sagepub.com/doi/abs/10.1177/0022487100051003002

Farrokhnia, A. H. (2025). Teaching in multi-grade classes. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5099227

Garmabi, H. (2024). An essay on the constructive components of pedagogical content knowledge (PCK) in geography education. The Journal of Theory and Practice in Teachers Education, 6(3), 61-74. https://www.sid.ir/paper/1502224/en

Geramian, S., & Khosravi, H. (2015). Multi-Grade Classroom Teaching (Approaches and Methods). National Conference on Primary Education,

Hyry-Beihammer, E. K., & Hascher, T. (2015). Multi-grade teaching practices in Austrian and Finnish primary schools. International Journal of Educational Research, 104-113. https://doi.org/10.1016/j.ijer.2015.07.002

Khakbaz, A. E. (2014). How to develop content-pedagogical knowledge for university mathematics teaching. Higher Education Curriculum Studies, 6(12), 71-98. https://sid.ir/paper/219562/en

Khodarami, M., Ghaderi, M., Khosravi, M., & Mehrmohammadi, M. (2024). The conceptual model of pedagogical content knowledge (PCK) development for new teachers. Journal of Curriculum Studies, 19(73), 93-128. https://www.sid.ir/paper/1522877/en

Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2012). Teachers' content knowledge and pedagogical content knowledge. https://doi.org/10.1177/0022487112460398

Krepf, M., Pfleoger, W., Scholl, D., & Seifert, A. (2018). Pedagogical content knowledge of experts and novices. Journal of Research in Science Teaching, 55(1), 44-67. https://doi.org/10.1002/tea.21410

Little, A. (2008). Education for All and multi-grade teaching: Challenges and opportunities. Compare: A Journal of Comparative and International Education, 38(4), 507-505. https://doi.org/10.1080/03057920802259759

Mahmoudpour, G., & Taqavi, M. (2021). Identifying and ranking the dimensions of the idea of content knowledge. Ahvaz Soldier Education Development Journal, 12(1), 108-118. https://www.sid.ir/fa/VEWSSID/J_pdf/3004714000111.pdf

Mishra, P., & Kohler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054. https://doi.org/10.1177/016146810610800610

Msimanga, M. R. (2020). Teaching and learning in multi-grade classrooms. Africa Education Review. https://doi.org/10.1080/18146627.2019.1671877

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6

Peltonen, T., & Kilpeläinen, R. (2025). Training of village school teachers in Finland. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2025.102685

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage Publications. https://www.torrossa.com/it/resources/an/5282221

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD Press. https://books.google.com/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=Tomlinson,+C.+A.+(2014).+The+differentiated+classroom:+Responding+to+the+needs+of+all+learners,+ASCD+Press.+%09&ots=AhqkmIf8tx&sig=F1gUfe-FI7QciI_dl0p4rVK20rk

Vahdani Asadi, M. R., & Eskandari, H. (2022). Teaching and Learning in Multi-Grade Classrooms: Challenges and Opportunities. Journal of Theory and Practice in Curriculum, 20(10), 49-88. https://www.jcstpicsa.ir/article_190803.html

Yamaguchi, R. (2022). Lesson study and multi-grade teaching in Japan. International Journal for Lesson and Learning Studies, 11(3), 210-225. https://doi.org/10.1108/IJLLS-03-2022-0034