educational theory

Teachers and educators often concern about how they can benefit from their theoretical knowledge (which is usually general and situation-independent) in practical and real situations and have a sound decision about what to do specifically? In modern educational thought, some thinkers have introduced a mediating field of knowledge or proposed practical guidelines to overcome this gap, some educators have emphasized some personal traits of the teacher, while some other have less attention to this challenge. This research tries to formulate the necessary competencies which a teacher needs to move from theory to practice by analyzing the views of Muslim philosophers on some philosophical issues such as the classification and stratification of knowledge/science, human praxis and its preliminaries, practical intellect and practical characters. According to the findings, beside to some categories of general knowledge, competencies such as practical experience, tarawwi (i.e. the ability to ponder upon a particular practical situation), moral and professional characters and taqwaa (piety) are also needed in this regard. What fills the gap between educational theory (which is always conceptual and general) and educational practice (i.e. to recognize what to do in a specific situation) is a personality who has these competencies.

This systematic review examines the application of poststructuralist theories in the development of diverse curricula, focusing on their impact, benefits, and challenges. Poststructuralism, with its emphasis on the fluidity of meaning, critique of power structures, and the dynamic interplay between knowledge and society, has become increasingly influential in educational theory and curriculum design. The review begins by exploring the foundational concepts of poststructuralist theories, highlighting the contributions of key theorists like Michel Foucault and Jacques Derrida. It then analyzes various case studies where poststructuralist principles have been successfully integrated into curricula, particularly in higher education and elementary schools. The findings indicate that curricula informed by poststructuralism foster critical thinking, creativity, and active student participation, making them more adaptable to contemporary societal needs. However, the implementation of such curricula also faces significant challenges, including resistance from traditional educational structures and the complexity of poststructuralist ideas. The review concludes with recommendations for future research and practical strategies for curriculum developers to effectively integrate poststructuralist theories into educational frameworks.

The purpose of this article is to investigate the factors affecting the formation of primary school education theory in bilingual areas. The present research has been done with a qualitative approach and using the narrative research design. The research field included all bilingual teachers in Saravan city. By purposive sampling method, 4 people were selected from all bilingual teachers in primary school. The research tools were narrative and semi-structured interviews as well as field notes. Analysis of research data was performed using thematic content analysis. depth analysis of teachers' perspectives identifies and categorizes six organizing themes including: personal life experiences (experience of interacting with the child in personal life, family circumstances, familiarity with successful educational systems), pre-service experiences (student experiences, student experiences, Teacher-like experience), in-service experiences (interaction with students and classroom conditions, interaction with colleagues, testing ideas in practice), teacher personality traits (hereditary traits, acquired traits), nature of the child (characteristics of the modern child, General characteristics of the child) and education (psychology and related theories, practical training or internship, theories related to education).The findings also showed that each teacher has a unique educational theory that is largely inconsistent with the educational theories introduced by educational theorists; Rather, they are either a combination of several theories or a new form of belief about the components of the educational process.

The present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the original factor in Islamic education, the Prophet has been considered as a perfect manifestation of human beings and witnessed the implementation of original theories and the main mediator between theory and practice in education. Thus, the transition from theory to educational practice is explained by the basic principle that approaching the Prophet is a criterion for approaching the field of action and an objective manifestation of the theory of education, and consequently, distancing oneself from this educational criterion is a sign of the separation between theory and educational practice. Therefore, according to the Prophet's practical life in the history of Islam, transition in terms of educational practice has been introduced in three levels or general phases, including rational, emotional and behavioral levels by introducing twelve basic components.

Service learning has a history of nearly a centry as one oflearn new approaches and discourses. Learning course concepts through participation in a community service project says service learning. This educational approach is one of a variety of experiential learning,provides an opportunity for learners to recognize their social needs and planning to meet one of that needs,during the various phases of work (from planning to implemention and evaluation) set written in the textbook concepts to learn.Service learning links experience of traditional teaching with real life and ability to meet the challenges and problems life provides for learners.This educational discourse, focusing on curriculum and educational content and not only don’t forget textbook, But also through practical experience and applying teaching of the school to serve the people of the community that it serves require, learners understand of the educational content is deeper and more tangible. Eisner argues,this kind of learning is essential for schools and universities and emphasizes on paying attention to educate genius students with technical skills including assesment, critical thinking,and effective communication, which is referred to as service learning. In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. According to the research purpose, topics such as Definition of service learning, philosophical foundations of service learning, the models in this education, principal andadvantages and disadvantages for the education related to explain the necessity of attention to service learning in designing curricula and educational system in Iran.

The aim of this study was to explore the teaching approach of an elementary school teacher focusing on the role of educational theories. Narrative inquiry was selected as the research methodology. As narrative inquiry focuses on the life of one or a few individual, this research focused on a single elementary school teacher as participant. In order to analyze the data obtained from narrative and semi-structured interviews, narrative analysis and analysis of narratives were used. In order to ascertain the validity of the research findings, member-check and triangulation methods were used. Straus and Corbin paradigmatic model was used as a technique for analysis of narratives. Findings revealed that the core category determining this teacher’s teaching approach was her beliefs formed under the influence of background experiences and teacher education courses. In the final analysis the strategy of the teacher involves selecting academic theories providing a background for this teacher to according to practical wisdom in the classroom. So the findings indicate that although different factors other than educational theories affect teacher’s approach, theories play a critical influence on teacher’s activity. So, the rigorous design of teacher education curriculum can help teachers perform informed action in classroom.

The main purpose of this research is the presentation of some prerequisites of educational theorizing with regard to ontologic components of complexity paradigm. For this purpose، by using the Philosophical methods، after making mention of how ontologic components of simplicity paradigm (Naive Realism، Linear Causation، Determinism) influence contemporary educational theories، ontologic components of complexity paradigm (complex critical realism، structural determinism، complex causation) were defined. Then، some prerequisites of educational theorizing based on these components were studied. In this regard، educational System is a complex supersystem، self-organized and multilayer that in every layer، there are subsystems with alements and correlated actors (humans and nonhumans) which act in complex mechanisms. This set of correlations makes a widespread network wich according to actor-network theory and whith emphasis on context of educational system make new qualifications for knowledge producing and new conceptulising of learning and learner. Regarding to nature of universe transitions، also the most important purpose of curriculums is to participate students in their universe or the creation of a new universe.

Feminism as a social movement, an ideological system and one of the products of humanism. It grew in a secular cultural context and developed as part of the West's modern thought. This movement focused on the field of education and urged for making an overall change in it. It is not easy to expound the theoretical principles and philosophical theory of feminism. Anyway, the different feministic trends share common grounds with current philosophies in negative approach, and they all reject rationalism, objectivism, and fundamentalism in ontology, and epistemology, essentialism and dualism in anthropology. In axiology they emphasize on secularism, individualism, supervision instead of justice, and the superiority of feministic values.In order to evaluate feminism, first we should not consider that the movement for defending women's rights and reviving their human dignity to be the same as feminism. Second, some of the positive consequences of feministic thoughts are not consequent on these thoughts but on the question of women's rights in West. Third, it is necessary to simultaneously consider the positive outcomes and devastating effects of feministic thoughts.