پیوند نظریه و عمل: نقد اندیشه‌های تربیتی فلودن1 و بیر2 و ترسیم چشم‌انداز در برنامه درسی دانشگاه فرهنگیان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
ابو سعید داورپناه
1
(دانشگاه سیستان و بلوچستان، ایران)
کلید واژه: نظریه و عمل, دانشگاه فرهنگیان, برنامه درسی, فلسفه تربیت‌معلم,
چکیده مقاله :
پژوهش حاضر با هدف بررسی دیدگاه‌های رابرت فلودن و لاندن ای بیر و تبیین سیاست‌هایی برای تربیت‌معلم ایران (با نظر به پیوند نظریه و عمل) به رشته تحریر درآمده است. در این پژوهش از روش تحلیلی توصیفی استفاده شده است. به این منظور ابتدا به توصیف اندیشه‌های موجود در این موضوع پرداخته شد و سپس از طریق تحلیل و مقایسه سعی شد استنتاج‌های جدید استخراج شود. موضوع مورد مطالعه مقایسة دیدگاه‌های فلودن و بیر در تربیت‌معلم بوده است. یافته‌ها نشان می‌دهند که نظریه و عمل از منظر این دو متفکر تربیتی؛ دو مقوله اصلی در فلسفه تربیت‌معلم هستند با این تفاوت که فلودن با ارائه راهکار و بیر با ارائه استدلال سعی دارند تا اهمیت موضوع را نشان دهند. توجه به مفروضه‌های فلسفی تربیت‌معلم با تأکید بر پیوند نظریه و عمل، تدوین فلسفه‌ای بهینه برای تربیت‌معلم با هدف توانمندسازی معلمانی برای ساخت دانش نظری مرتبط و پیوند آن با دانش عملی برای ایجاد یک جامعه دموکراتیک در کلاس مدنظر است. تجدیدنظر کلی در اصول، مبانی، اهداف و برنامه‌های تربیت‌معلم با تأکید بر برقراری، حفظ و استمرار پیوند بین نظریه و عمل را می‌توان برای بهبود تربیت‌معلم پیشنهاد کرد.
This study aims to investigate the viewpointss of Robert Floden and London E Beyer and defining policies curriculum in Farhangian University (with a view to link theory and practice). Descriptive analysis was used in this study. For this purpose, at first the available Idea about the subject was cleared and then by analyses and comparison was tried to conclude some new consequences. Comparison of Floden and London was the subject of the study. The findings suggest that theory and practice both are two main categories in philosophy of teacher education from the perspective of these two thinkers. Except that Flodden with solutions and Beyer with arguments are trying to show the importance of the issue. According to the philosophical assumptions teacher emphasizing link between theory and practice, developed a philosophy optimized for teacher training aimed at enabling teachers to make relevant theoretical knowledge and practical knowledge to build ties with a democratic society in the classroom is concerned. The revised general principles, , objectives and teacher training programs with an emphasis on establishing, sustaining the link between theory and practice can bring a better future for teacher training
Bagheri, Kh. , & Iravanian, Sh. (2001). The educational theory in teacher practice. Journal of Psychology and Educational Sciences, Tehran University, (31) 138-123. [persian]
Bakhtiar N. A., & Nooruzi, R.A. (2010). Education in the third millennium, the site of the Directorate General of Education in. http://novelschoolmanagement.com. [Persian]
Bazargan, Z. (1988). School-based education, an effective method for the preparation of teachers. Quarterly education. Tehran, Ministry of Education, (51), 7-22. [persian]
Bengstone, J. (1993). Theory and Practice: two fundamental categories in the philosophy of teacher education. Educational Review, University of Göteborg, Department of Methodology, 45 (3).
Beyer, E. L., & Zeichner, K. M. (1982). Teacher training and educational foundations: A plea for discontent. Journal of teacher education, 33(3), 18-23.
Beyer, L. E. (1997). The moral contours of teacher education. Journal of Education for Teaching, 48(4), 245 254.
Beyer, L. E. (2001). The Value of Critical Perspective in Teacher Education. Journal of Teacher Education, 52 (2), 151-163.
Beyer, L. E. (Ed.). (1996). creating democratic classrooms: The struggle to integrate theory and practice. New York: Teachers College Press.
Chang, Y. (2005).The pedagogical content knowledge of teacher educators: A case study in Democratic teacher preparation program. A dissertation presented to the faculty of the college of education of Ohio University, 1-287.
Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
Cochran Smith, M., & power, K. (2010). Teacher's never-ending challenge. Translated by Hossein Rabbani first part. Teacher, monthly Nations Educational Research and Planning, Ministry of Education, Tehran. Number Seven pp: 33-31 and the second part. Teacher, (7), 28-26.
fundamental transformation of education Islamic Republic of Iran Document (2011)
Elias, J. (2002). Philosophy and education. Translated by A. Zarrabi. Knowledge magazine, Tehran, Imam Khomeini Education and Research Institute fifty-first issue, 88-84.
(Erfani.N, shobeiri.S.M, Sahabat Anvar.S & Mashayekhi Pour.M, (2016). The effectiveness of training courses lesson Study on Knowledge and teaching skills primary School teacher. Research in curriculum development) Thirteenth year, the second round, No. 22) consecutive 84, spring 2016, pp. 122 23.Khorasegan.Isfehan.Iran
Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.
Fifth Five-Year Development Plan of the Islamic Republic of Iran (2010)
Floden, R. E. (1997). Reforms That Call for Teaching More than You Understand' in Teaching and its Predicaments, West View Press, USA: 11-28.
Floden, R. E., & Buchman, M. (1989). Philosophical Inquiry in teacher education. This will be a chapter in W. R. Houston (ed.), Handbook of Research on Teacher Education (New York: Macmillan). Published by the National Center for Research on Teacher Education, Michigan State University.
Floden, R. E., & Buchmann. M. (1993). Between Routines and Anarchy: preparing teachers for uncertainty. Oxford Review of Education, 19(3), 373-382.
Floden, R. E. (2001). Choosing Models for Teacher Education: Selecting A balance Suited to the National context. International conference On Return of Basic Education and Teacher Education, 41-53.
Floden, R. E., Buchmann, M. & Schwille, J. R. (1997). With Everyday Experience. Journal of Teacher College record, 88(4), 485-506.
General The National Education Plan Document,2004:9
Lotf Abadi, H. (2007). New approach to the philosophy of education, quarterly educational innovation, the research and educational planning, Tehran, 6 (20), 40-11. [Persian]
Mc Nally, J., & Blake, A. (2012). Miss, what’s My Name? New teacher identity as a question of reciprocal ontological security Educational Philosophy and Theory, 44 (2), 196- 211.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Overview of national instrument of education Document (2003)
Oyewomi. K.A. (2012). A Philosophical re-appraisal of teacher education and value re- orientation: prognosis for otopian society Education research journal, (1)14-17. Available online www.resjournals.org/ERJ
Pakseresht, M.J. (2007). Educational theories and challenges in education theory of quarterly educational innovations. Tehran, the research and educational planning the sixth year, the twentieth issue. 148-125. [Persian]
Prawat, R. S., & Floden, R. E. (1994). Philosophical Perspectives on Constructivist Views of Learning. Educational Psychology. 29(1), 37-48. [Persian]
Rauf, A. (2003). Actors promoting science teachers. Monthly approach, Tehran, Science Policy Research Center of the thirty-fourth issue, pp. 23-30. [Persian]
Samavatian.H & Kazemi Mahyari. (2016). The characteristics of effective feedback on students' motivation. Thirteenth year, the second round, No. 22) consecutive 49, summer 2016, pp. 110-123.Khorasegan.Isfehan.Iran Learning
Shabani, Z. (2003). A comparative study of teacher education programs and a number of countries, the letter, education, Tehran Ministry of Education, 79, 160-121. [Persian]
Sohbatloo, A. (2010). Examine the role of teacher training institutions about the prospect of achieving the goals of the Islamic Republic of Iran with emphasis on teaching philosophy of education. The first national conference on education in the year 1404, Tehran, Institute of Policy Science, Technology and Industry, 1-13. [Persian]
Sokhanvar, N., & Mahroo Zadeh, T. (2009). A philosophical mindset and attitudes among teachers teaching methods in mathematics (middle school). The idea of training a new chapter Al-Zahra University in Tehran. 6, (3), 67-94. [Persian]
Talebian, M.H., & Tasdighi M. A. (2006). The problems facing education in the third millennium, solutions and services. Journal of Educational Sciences. Two seasons, a study in the curricula of Islamic Azad University. 9, 120-99. [Persian]
Vision of the Islamic Republic of Iran Document in 1404
Waks, J. L. (2001). Donald Schon’s Philosophy of Design and Design Education. International Journal of Technology and Design Education 11, 37–51
Winch, Ch. (2012). For Philosophy of Education in teacher Education. Journal of Oxford Review of Education, 38(3), 305-322Rutledge. http://www.tandfonline.com/page/terms-andconditions, http://www.tandfonline.com/loi/core20, http://dx.doi.org/10.1080/03054985.2012.693299
Zekavati Gharaghozloo, A. (1999). Analysis and review of the educational implications of the idea of peace cominus, Kant and Galtunek. Ph.D thesis Philosophy of Education, unpublished, Faculty of Education and Psychology Tarbiat Modarres University Tehran.
_||_