Investigates relations among Philosophic Mindedness and Curriculum Ideology with Teaching Approaches of the Theory Second High School Teachers.

Subject Areas : Educational Science

Mohammad  javadipour ¹ (Associate Professor of Curriculum Planning, Tehran University)
Nourozali  Karamdoust ² (Associate Professor of Group practices and training programs, Tehran University.)
sohrab  mohammadipouya ³ (M.A student of Curriculum Planning, Tehran University)

Received: 2017-02-11 Accepted : 2017-07-30 Published : 2017-02-19

Keywords: Philosophic Mindedness, Curriculum Ideology, Teaching Approaches, Secondary Teachers,

Abstract :

This study is investigates relations among philosophical mindedness and curriculum ideology with teaching approaches in teachers. 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. The result shows that teachers philosophical mindedness (p < 0.01, 0.63) are higher than average. The dominant ideology among them was social performance andTeacher-centered was more than Student-centeredsupported by teachers.Also results show that philosophical mindedness and Flexibilitydimensionwith Scholar academic ideology, Learner centered ideology and Social reconstruction ideology. There is a meaningful relationship between philosophical mindedness and Teacher-oriented approach (P>0.05), Also philosophical mindedness Penetration and Comprehensivenesswith Teacher-oriented teaching and student-oriented teaching approaches observed. Also positive meaningful relationship between Teacher-oriented teaching and student-oriented teaching approaches (p<0.01, r= 0.33) are other results of this study.