Teacher as a scholar and its role in reducing the gap in educational theory and practice: critique of the teacher's approach as an action researcher

Document Type : Research Paper

Authors

1 . PhD student in philosophy of education, Psychology and Educational Sciences Faculty, Allameh tabatabaii university, Tehran, Iran

2 دانشیار، گروه فلسفه آموزش و پرورش، دانشگاه علامه طباطبایی، تهران، ایران.

3 Associate Professor in philosophy of education, , Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

4 Assistant professor in Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

Abstract

The goal of this research is investigate teacher as a scholar and its role in reducing the gap in educational theory and practice . The present research method is analytical and conceptual and linguistic analysis and transgressive logical analysis. Documents analyzed included views of experts, books, background studies and related research in the field. Findings of the research showed; teacher as action researcher is faced with shortcomings in reducing the gap in educational theory and practice and requires modification and reconstruction by a scholarship approach through its strengths and abilities. Teacher as a scholar due to have features such as interpersonal nature, the existence of four arenas of exploration, integration, application, teaching and learning, the ability to provide results to others, to be in the praxis paradigm, to follow the common academic model in research and to have certain stages in conducting scholarship can, while resolving the teacher's weaknesses as an action researcher, it also reduces the gap between educational theory and practice. the view of the teacher as a scholar, while removing the gap between the education system and higher education and creating a bridge between them, has put the application of the knowledge generated in practice into action

Keywords

References

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