نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانشجوی دکتری فلسفه تعلیم و تربیت،دانشکده علوم انسانی ،دانشگاه آزاد اسلامی واحد لامرد ، لامرد ، ایران
2 دانشیار گروه برنامه ریزی درسی، دانشکدهی علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران
3 دانشیار گروه علوم تربیتی، دانشکدهی علوم انسانی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران
4 استادیار گروه علوم تربیتی، دانشکدهی علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The purpose of this research is to investigate the basics and approaches of teacher training in selected countries and provide a model for Iran. This research is practical in terms of its objectives, and in terms of the qualitative data collection method, it is a comparative content analysis. The method of qualitative data analysis is coding. Again, the coding was central and the coding was selective or selective. The results of the qualitative part showed that the conceptual model of the foundations and approaches of teacher training in selected countries and Iran was identified in 7 dimensions, 28 components and 72 indicators in the form of the findings of the qualitative part. In the philosophical foundations of the teacher training system of selected countries, there are 4 components and 12 indicators, in the psychological foundations, 4 components and 10 indicators, in the scientific foundations, 4 components and 9 indicators, in the sociological foundations, 4 components and 11 indicators, in the loyal approach, 4 components and 9 indicators. In the adaptive approach, 4 components and 11 indicators were identified, and in the semi-adaptive approach, 4 components and 10 indicators were identified. The findings showed that the entry paths to teacher preparation courses in Iran are limited and are completely centralized. While in other countries under investigation, it has acceptable diversity and flexibility and is managed in a semi-centralized or decentralized manner.
کلیدواژهها [English]