Teachers' Professional Qualifications from a Critical Approach with Emphasis on Paulo Freire's Views

Subject Areas : Educational Science

ebrahem ebrahem ¹ , mohammad Hossein Hedari ² , seyed Hashem Golestani ³

1 - دانشجوی دکتری گروه فلسفه تعلیم و تربیت، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران.
2 - profossor
3 - Professor, Department of Philosophy of Education , Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Received: 2020-03-01 Accepted : 2022-02-07 Published : 2022-02-20

Keywords: critical theory, Teachers' professional qualifications, Paulo Freire,

Abstract :

This article aims to analyze teachers' professional qualifications from a critical approach with emphasis on Paulo Freire's views. This study was conducted using the qualitative approach and the transcendental analysis method. Its sample consists of documents, texts and related resources collected through theoretical sampling of all available texts as full census. Findings show that Freire considers different roles for liberatory teachers, such as "questioning", "raising awareness", "liberation" and "transformation". Moreover, teachers' professional qualifications, based on Freire's views can be divided into three domains, including the cognitive domain (historical knowledge, knowledge of the teaching/learning process, ability to design a native curriculum, understanding of the political identity of knowledge, and ability to create consciousness); the psychomotor domain (ability to use teaching methods, creating the critical ability in learners, interacting with learners; and the affective attitude (lifelong teaching, having humility, restoring human dignity, enhancing learners' hope for liberation, and respect for ethnic, cultural, and religious differences).