RETHINKING ON PARADIGMS FOR CURRICULUM IMPLEMENTATION: THE LINKAGE BETWEEN TEACHERS THEORETICAL AND PRACTICAL KNOWLEDGE

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ZARGHANI AZAM; AMIN KHANDAGHI MAGHSOOD; SHABANI VARAKI BAKHTIAR; MOSAPOUR NEMATOLLAH

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Journal: Foundations of Education Year:2016 | Volume:6 | Issue:1 Page(s): 46-68

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Information Journal Paper

Title

RETHINKING ON PARADIGMS FOR CURRICULUM IMPLEMENTATION: THE LINKAGE BETWEEN TEACHERS THEORETICAL AND PRACTICAL KNOWLEDGE

Author(s)

ZARGHANI AZAM | AMIN KHANDAGHI MAGHSOOD | SHABANI VARAKI BAKHTIAR | MOSAPOUR NEMATOLLAH | Issue Writer Certificate

Keywords

THEORETICAL KNOWLEDGEQ1

PRACTICAL KNOWLEDGEQ2

TEACHER EDUCATIONQ1

CURRICULUM IMPLEMENTATIONQ2

Abstract

The aim of this study is investigation of the relation between theoretical and PRACTICAL KNOWLEDGE of teachers in CURRICULUM IMPLEMENTATION paradigms. In this article, three relationships between THEORETICAL KNOWLEDGE and PRACTICAL KNOWLEDGE were presented. These were formed with regard to three paradigms in curriculum studies field which based on relationship between theory and practice. Three relationships between THEORETICAL KNOWLEDGE and PRACTICAL KNOWLEDGE were discussed in three paradigms of CURRICULUM IMPLEMENTATION. The combination of these paradigms and CURRICULUM IMPLEMENTATION models form three CURRICULUM IMPLEMENTATION paradigms which are named technical-faithfully, reflective-adaptive and critical-emergent. Any of these relationships have diverse consequences for teacher's professional development Curriculum. In technical-faithfully paradigm, teacher's professional development Curriculum emphasize on knowledge transferring and training for teaching effectively. In reflective-adaptive paradigms, the growth and development of teacher practical reflection is concerned. Teacher's professional development Curriculum in critical-emergent paradigm is a form of individual or collective research.

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APA: Copy

ZARGHANI, AZAM, AMIN KHANDAGHI, MAGHSOOD, SHABANI VARAKI, BAKHTIAR, & MOSAPOUR, NEMATOLLAH. (2016). RETHINKING ON PARADIGMS FOR CURRICULUM IMPLEMENTATION: THE LINKAGE BETWEEN TEACHERS THEORETICAL AND PRACTICAL KNOWLEDGE. FOUNDATIONS OF EDUCATION (STUDIES IN EDUCATION & PSYCHOLOGY), 6(1 ), 46-68. SID. https://sid.ir/paper/218511/en

Vancouver: Copy

ZARGHANI AZAM, AMIN KHANDAGHI MAGHSOOD, SHABANI VARAKI BAKHTIAR, MOSAPOUR NEMATOLLAH. RETHINKING ON PARADIGMS FOR CURRICULUM IMPLEMENTATION: THE LINKAGE BETWEEN TEACHERS THEORETICAL AND PRACTICAL KNOWLEDGE. FOUNDATIONS OF EDUCATION (STUDIES IN EDUCATION & PSYCHOLOGY)[Internet]. 2016;6(1 ):46-68. Available from: https://sid.ir/paper/218511/en

IEEE: Copy

AZAM ZARGHANI, MAGHSOOD AMIN KHANDAGHI, BAKHTIAR SHABANI VARAKI, and NEMATOLLAH MOSAPOUR, “RETHINKING ON PARADIGMS FOR CURRICULUM IMPLEMENTATION: THE LINKAGE BETWEEN TEACHERS THEORETICAL AND PRACTICAL KNOWLEDGE,” FOUNDATIONS OF EDUCATION (STUDIES IN EDUCATION & PSYCHOLOGY), vol. 6, no. 1 , pp. 46–68, 2016, [Online]. Available: https://sid.ir/paper/218511/en

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