azam zarghani; Maghsoud Aminkhandaghi; Bakhtiar Shabani Varaki
Abstract
Increasing the understanding of how to change teachers of primary school was the aim of this study. The research approach was qualitative and its method was phenomenology. The data were collected through focus group interviews. The sample size was obtained after the saturation phase including 25 teachers. ...
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Increasing the understanding of how to change teachers of primary school was the aim of this study. The research approach was qualitative and its method was phenomenology. The data were collected through focus group interviews. The sample size was obtained after the saturation phase including 25 teachers. The data were analyzed using content /thematic analysis. Four techniques were used for increasing the trustworthiness of data including member check, quoting, thick description and peer review or debriefing. The findings were classified into three categories; macro, middle and micro. The "macro" category included three sub-categories that were named: "systemic qualifications", "political qualifications" and "contextual qualifications". There are three sub-categories within the "middle" category that were labeled "purpose", "content" and "method" referring to the teacher in-service curriculum. The third category was "micro". It refer to "management decisions" of a region or a school managers .The analysis of these findings showed “the change as a humanistic phenomenon” was the axial concept. This paper finished with conclusion and some suggestions.
Azam Zarghani; Maghsoud Amin Khandaghi; Bakhtiar Shabani Varaki
azam zarghani
Abstract
Reviewing and comparing the views of effective experts of curriculum studies field about the relationship between theory and practice aimed in this article. To achieve this aim, the views of experts of this special field about the relationship between theory and practice using evidence-based arguments, ...
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Reviewing and comparing the views of effective experts of curriculum studies field about the relationship between theory and practice aimed in this article. To achieve this aim, the views of experts of this special field about the relationship between theory and practice using evidence-based arguments, were studied. These ideas have been classified in three categories which named ''technical-scientific'', ''practical'' and ''reconceptualization''. The findings showed, in ''technical-scientific'' category, theory was similar to the prevailing theories in the natural sciences, in ''practical'' category, it was situative and in ''reconceptualization'' class, it was like the humanities and arts theories. Practice in ''technical-scientific'' category, was instrumental action (poiesis) and in both of ''practical'' and ''reconceptualization'' categories, it was informed action (praxis) but with a difference. In former, the emphasis was on the moral and in the latter it was on political and social dimensions of practice. The relationship between theory and practice in these three ''technical-scientific'', ''practical'', and ''reconceptualization'' classes, , was ''logical'', ''problematic or inquiry'', and ''dialectical'', respectively. This new organization of thoughts of the curriculum scholars as three categories is new classification of paradigms in this field that is different from the previous classifications. It was the most important result of this study.