Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Explaining Practical Knowledge (Skills and Activities) of Teacher Educators based on Reflective Practice Competency

Document Type : Original Article

Authors
maryam ghasemi 1
Gholamreza HajiHosseinNejhad 1
Nematollah Moosapour 2
Ali Hosseinikhah 3
1 Faculty of Psychology and Educational Sciences, Khwarazmi University
2 Associate Professor-Deputy Professor of Farhangian University
3 Kharazmi University - Faculty of Educational Sciences and Psychology
Abstract
The purpose of this study is to explain the practical knowledge (skills and activities) of a teacher educator based on the excellence of exercise. The research method is synthesis research, interpreting and analyzing the opinions of the thinkers and teachers of the elite in the field of teacher education and based on the tacit action. The results of this study revealed that the determination of practical knowledge, "Group collaboration", "Learning and teaching courses" and "Teachers' individual talents and abilities" will form the basis of "individual talent and abilities along with teamwork". "Social formations", "specialized organizations", "school formations" and "supra-school associations" will form the principle of "heterogeneousorganizations". "Classroom Experiences", "Developing the Quality of Educational Experiences", "Decision Making and Practice in Situation," "Educational Position Based Problem" and "Learner-Learner Interaction" will form the basis of the "Educational Position Analysis"."Practicing action," "Creating educational change," will form the principle of "expanding thinking in action."
Keywords
practical knowledge curriculum
teacher educator
competence's reflective Practice
Theory and Practice in the Curriculum
Volume 6, Issue 12
February 2019
Pages 43-66