مجله راهبردهای نوین تربیت معلمان
پیاپی 4 (پاییز و زمستان 1395)

the current Iranian science teacher education curriculum lacks the potentiality to educate reflective teachers due to its affection from discipline-based approaches in science education and lack of any connection between educational ethos and the content. This paper tries to elaborate these two serious problems and moreover, insist on a kind of new knowledge in science teacher education which can compensate for this shortcoming. what this new knowledge named ‘history and philosophy of science’ is, that has been considered important all around the world, and how this knowledge can affect teacher education curriculum? These two questions are addressed in this paper.

The complexity of teachers’ role and various expectations from the teacher in the new world’s condition require activities beyond the past such as apprenticeship and retraining. Therefore, the purpose of the present study was to compare pre-service teacher training, novice teachers’ training and in-service teacher training procedures in Iran and some other countries of the world in order to extract their similarities and differences. The research methodology was descriptive-analytical research method. The information whereof was collected through documents, research reports, searching the internet and the websites of ministry of education in the countries under study and they were analyzed through George Beredy’s model. The research findings reveal the variability and plurality of training methods in traditional methods and alternative approached depending on teachers’ training needs, content, existing facilities, time and working schedule and policies of training system of the countries. Moreover, making continuous relationship between teacher training system and universities, schools and other social foundations, making relationship between pre-service training and in-service trainings and making coordination between foundations managing teacher training in these countries, have been among outstanding points in the success of their training.

this study aims at assessing the needs of primary education student-teachers to the art education approach in arts instruction. Since 2000, art education approach has dominated arts instruction in primary schools and Teacher guide books have been edited according to this approach. 5 units have been allocated to arts education of primary education student-teachers in Farhangian university. The question here is whether the quality and quantity of these five units yields the understanding and skills necessary to perform art education approach by student-teachers or not. The research methodology is descriptive, survey, analytical one. The research population includes 500 student-teachers of primary education major in Farhangian university of Isfahan, from which 240 people were selected as research sample. These people were selected using simple random sampling. The findings  reveal that artistic skills and belief in art education values are not in accordance with art education approach goals.

Evaluation of effective teacher training in 's thought and educational implications affected by it. This study examines the characteristics of effective teachers in the educational doctrine of Farabi –the Muslim philosopher and founder of Islamic philosophy- and Rousseau –the great teacher and originator of Western Education. The research methodology is document analysis and the research instrument is note taking form. The reseach concludes that in Farabian educational system the teacher is of two features of innate and acquisitive characteristics. The innate characteristics include rethoric, cleverance and intelligence. Some of teacher acquisitive features include wisdom, strong memorization, and their commitment to religion. Al-Farabi argues that persuasive, discursive, ascending and descending teaching methods are among the most effective teaching methods. In Rousseau educational system the teacher meets the characteristics of youngness, nativeness, coordination with nature and considering individual differences of students. Rousseau proposes exploratory, active, experimentation and scientific tour as the best teaching methods.

Action research is a unique method in the field of educational research in which practitioners with the idea of improvement, research in their learning environment. This paper tries to plan and review the relation between teacher educational practice and action research method applying based on theoretical correlation of this method with the approach of “living theory”. In this regard, the relation between teacher educational practice and the theories derived from his research thoughts in action research is explained using analytic-descriptive method. Revision of theoretical foundations and methodological features of action research, conceptualization of teacher as reflective practitioner in living theory approach, and emphasis on the relation between action research and educational practice based on teacher theory are described. The findings reveal that action research can be a unique method in humanities especially education and is the origin of educational theorizing of reflective teacher and consequently, linking educational practice with theory.

All educational reforms target the development of students and the most important factor in student growth is the adequacy and effectiveness of the teacher. If we want teachers to prepare students successfully for the future, they need to be prepared for the future themselves. The document on the fundamental transformation of education indicates that the need for change in education was felt and the need to change the system of ranking teachers indicate changing in teacher performance effectiveness. Teacher proficiency and professional development is a guarantee to teacher effectiveness. This article focuses on standard-based teacher professional development and investigates several educational systems documents that are based on theories and scientific researches. Then, standard components are adopted. In the next phase, these standards are evaluated in the steps of preparation, training and assessment considering the context for change and standard training levels and lastly, the most appropriate ways of standard-based teacher professional development assessment are developed

South African teachers encounter numerous challenges in the creation of differentiated activities toinclude diverse learner needs in effective teaching and learning. These challenges include the inability toidentify learning barriers and adapt the curriculum, teaching and assessment methods according to thelearning styles and readiness levels of learners. The study aimed to explore secondary school teachers’(n = 262) perspectives on the implementation of differentiated instruction in public secondary schools(n = 27), using qualitative and quantitative approaches. The results indicated that teachers cannot alwaysassist their learners when they need them; show them how to solve problems; or allow learners to workon their own. In addition, various limitations, such as inadequate teacher training, large class sizes,workload, undisciplined learners, lack of resources and parental involvement, second languageinstruction, inadequate support services and socio-economic barriers contribute to the use of teacher-centred methods. The study recommends that intervention programmes in the form of workshops onhow to create differentiated activities should be prioritised in the professional development of teachers.