Banafsheh Dadashi, Dr N Musapour, ,
Volume 4, Issue 7 (9-2016)
Abstract
This paper wants to discover the role of teaching culture in type of teachers encounter to modifications of math schedule of first grade of high school in Qaemshahr. Findings of qualitative research by methodology of ethnography showed that teachers belief have been evaluated to two positive perspective and critical perspective toward changes of math book of 7th grade. Also they have presented two spectra of behavior in encountering changes in math school books of the 7th grade: Full admission , Resistance and rejection. The research results showed that understanding the culture of teachers is an essential factor to initiate any reform that with improvement in attitude to change, teachers’ tendencies will be more positive towards advancing ne schedules; it means that if teachers know the change useful and necessary, they will perform them with more commitment and fidelity
Ebrahim Mohammadjani, Mostafa Ghaderi, Hssan Malaki, Alireza Sadeghi, Nematolla Mousapour,
Volume 11, Issue 22 (9-2023)
Abstract
The purpose of the current research is to extract the components of teachers' cultural knowledge. The research method is the synthesis of related research works in the period from 2000 to 2020 taken from internal and international databases. A number of 533 scientific researches were identified and after the necessary checks, 34 researches were included in the first stage of synthesis. Using the evaluator to recode the findings, clearly state what has been done, and the presence of definite and defensible indicators to select the input studies was used to improve the credibility of the research. According to the findings, 11 components were identified in the field of teachers' cultural knowledge; component of intercultural issues; students' culture; general culture; indigenous culture; culture and social issues; multiculturalism; culture and education; cultural values; cultural identity; Organizational culture and culture and teacher education.
