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Current Issues in Comparative Education, v7 n1 p50-69 Dec 2004

This study investigated philosophical approaches to teaching held by pre-service teachers in Iran and the US. The study's participants were 30 pre-service teachers from Iran, a predominantly Muslim country, and 30 American pre-service teachers. Data were collected using the 105-item Philosophy of Education Scale (POES, Author A, 2003) composed of five philosophical approaches and seven teaching dimensions. Scores indicated Iranian-US pre-service teachers differed in their beliefs about the Executive (behaviorist) teaching approach; similarities were found in the Citizen Teacher (social-responsibility) approach. As researchers, we purport the results to have implications for enhancing conversations about cultural values and applications in educational settings. (Contains 2 tables and 2 figures.)

Descriptors: Preservice Teachers, Foreign Countries, Values, Teaching Methods, Cultural Differences, Cultural Influences, Educational Philosophy, Muslims, Islam, Measures (Individuals), Educational Attitudes, Scores, Student Attitudes, Beliefs, Social Responsibility

Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info[at]cicejournal.org; Web site: http://www.tc.columbia.edu/cice





Autor: Pryor, Caroline R.; Eslami-Rasekh, Zohreh

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5849&id=EJ853849



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