A Historical Perspective of Teacher Education Curricula Revisions in Iran

Document Type : Original Article

Authors

1 Kh. U

2 cfu

3 m

4 kh. u

Abstract

The purpose of this study is to present a historical perspective of revisions in teacher education curricula in Iran. This study is a qualitative and historical research, and seeks to compare the revisions that the teacher education curricula have undertaken throughout times. The finding from the historical analysis of documents, reports, library resources and personal interviews with experts of teacher education, has evolved four periods: the first period as the disciplinary curriculum (from 1918 to 1933); the second period as multidisciplinary curriculum (from 1934 to 1983); the third period as disciplinary curriculum (from 1984 to 2013) and the fourth period as disciplinary curriculum (from 2014). Studying and analyzing the political, social and cultural conditions in each of these periods and recognizing the major approaches toward the revision of the teacher education curriculum helps educators to enrich their understanding of the current situation through gaining awareness of the historical context and it facilitates designing fruitful programs for the future.
 

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References

Hokka, P. Etelapelto, A. & Rasku-Puttonen, H. (2010). Recent tensions and challenges in teacher education as manifested in curriculum discourse. Teaching and Teacher Education, 26, 845-853.
Tinoca, L. Ponte, J. P. Galvão, C. & Curado, A. P. (2013). Key Issues in Teacher Education. University of Lisboan.
Journal of Curriculum Studies
Volume 12, Issue 46 - Serial Number 46
December 2017
Pages 85-118

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History

  • Receive Date: 25 July 2017
  • Revise Date: 17 June 2018
  • Accept Date: 17 June 2018

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