Investigates philosophical mindedness and curriculum ideology with teaching approaches in second high school teachers based on demographic.

Subject Areas : Educational management

sohrab mohammadipouya ¹ , Mohammad Javadipour ² , Nourozali Karamdoust ³

1 - University Tehran
2 - Associate Professor of Curriculum Planning, Tehran University, Tehran, Iran.
3 - Associate Professor of Group practices and training programs, Tehran University, Tehran, Iran.

Received: 2017-04-17 Accepted : 2017-06-03 Published : 2019-02-20

Keywords: Philosophical mindedness, Gender, Degree of Education, Curriculum ideology, teaching approaches,

Abstract :

This study is investigates philosophical mindedness and curriculum ideology with teaching approaches in second high school teachers based on demographic that used descriptive survey method. The society of this study were included all teachers in second high school of theoretical branches in Nahavand city (244 persons) that finally 183 Questionnaires Collected by Census methods. Research tools include questionnaires of Philosophic Mindedness (1382), curriculum ideology (1393) and teaching approaches (2007). Questionnaires’ validity confirmed by experts and cronbach’s alpha coefficients for philosophic mindedness was 0/72 and for teaching approaches was 0/85 and retest coefficients for one of curriculum ideology Dimensions was higher than 0/69. In order to data analysis used from Spss V22 software in two parts: descriptive statistics (frequency, percentage, mean, standard deviation and graphs) and inferential statistics (Levin test, analysis of variance, univariate and multivariate) were used. The results showed that in mind philosophical and contemplative dimensions, flexibility, teacher-centered and student-centered teaching approach based on gender there were significant difference. The difference between male and female teachers in comprehensive, Scholar academic ideology, Social efficiency, learner-centered and social reconstruction wasn’t observed. Results showed that there were significant difference between the scores of flexibility dimensions based on degree of education.