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Information Journal Paper

Title

Investigating Iranian teachers’ conceptions of teaching and learning

Pages

  131-143

Abstract

 Introduction: Teachers' beliefs are the essential factor in their practice. However, the source of many teachers' beliefs is their personal experiences from their experiences as students and teachers. The purpose of this study was to investigate the conceptions of Iranian teachers about the Concepts of Learning and Teaching and examine its compatibility with contemporary scientific perspectives, especially cognitive science of Learning. Methods: In this research, the phenomenological method was used, which examines various ways of understanding a concept or phenomenon from the perspective of a specific group of people. Participants in the study were 15 elementary school teachers whose beliefs about Learning and Teaching were examined through in-depth semi-structured interviews. Results: The results revealed that during the recent educational reforms, Iranian teachers have become more aware of the role of teachers in providing various experiences for students. At the same time, the differences and contradictions between student-centered and teacher-centered Concepts are still unclear to teachers. They have interchangeably referred to these two approaches. Teachers are also unaware of the importance of the role of previous knowledge as an organizing framework for new experiences and information, pay little attention to the role of social factors in Learning, consider the place of knowledge in mind, and despite the great emphasis on emotional factors they lacked scientific theories about it. In addition, teachers have a limited understanding of memory and attention despite the growing interest in incorporating cognitive psychology and cognitive neuroscience Concepts in teacher education. Conclusion: According to previous findings, the belief system of Iranian teachers is also inconsistent and contains contradictory beliefs. A careful examination of the contradictions and the reasons for their formation will illuminate future interventions to improve the classroom.

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    • Cite

    APA: Copy

    Rahmati, Zeinab, TALKHABI, MAHMOUD, & MORADI, ALIREZA. (2021). Investigating Iranian teachers’ conceptions of teaching and learning. ADVANCES IN COGNITIVE SCIENCE, 23(2 ), 131-143. SID. https://sid.ir/paper/960918/en

    Vancouver: Copy

    Rahmati Zeinab, TALKHABI MAHMOUD, MORADI ALIREZA. Investigating Iranian teachers’ conceptions of teaching and learning. ADVANCES IN COGNITIVE SCIENCE[Internet]. 2021;23(2 ):131-143. Available from: https://sid.ir/paper/960918/en

    IEEE: Copy

    Zeinab Rahmati, MAHMOUD TALKHABI, and ALIREZA MORADI, “Investigating Iranian teachers’ conceptions of teaching and learning,” ADVANCES IN COGNITIVE SCIENCE, vol. 23, no. 2 , pp. 131–143, 2021, [Online]. Available: https://sid.ir/paper/960918/en

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