بررسی میزان کاربست رویکرد آزاداندیشانه در تدریس توسط معلمان پایه چهارم و پنجم دوره ابتدایی شهر اصفهان

Review:

Objective: The aim of this study is to explain the components of a liberationist approach to teaching from Fenstermacher's point of view and to investigate the application of the components of this approach by fourth and fifth grade elementary school teachers in girls' public schools in Isfahan in 1397-98.

According to Kennedy, teaching approaches are formed to improve and support students' learning, because students choose their learning approaches based on the teacher's teaching approach. Previous research has confirmed that there is a relationship between how teachers perceive and approach teaching in a particular field, and how students perceive and approach learning and the quality of students' learning outcomes.

In defining the teaching approach, Javadipour, et al. State that the teaching approach reflects the general orientation of teachers, which is the basic basis of their decisions and educational activities. Orientations themselves include a set of coherent factors and elements such as; Teaching method, content, teaching materials, purpose, activity and skill of teacher and learner activity. The teaching approach is also defined by Dan Pert, quoting Deggs, & et al, "what we do as teachers and why we think such actions are appropriate and justifiable." He says any view of teaching; It is a complex network of actions, intentions, beliefs, each perspective (approach) creates its own criteria for judging or evaluating right and wrong, right and wrong, effective and inefficient. opinions; They define our maps and ideas as teachers and the basics of thinking about actions.

So far, several theories and approaches have been designed and developed in the field of teaching, including the category of Fenstermacher, & Soltis (2004) including three approaches: executive, facilitator, and open-minded. And examines the free-thinking approach. First, a brief explanation of the three approaches is provided and then the liberal approach is described. The executive approach emphasizes well-managed classrooms and effective teaching that leads to effective learning. In the facilitator approach, the most important goal is the development of the student as a perfect and self-fulfilling human being, and gaining a deep view of the teacher from the students is a priority. In the free-thinking approach, the main goals are based on the development of moral and intellectual virtues that are achieved through in-depth study of scientific disciplines. From this perspective, goals and knowledge (subjects) are the main factors, while the role of teaching methods, student cognition and relationships is reduced. In general, it is an approach that has a socio-political approach to the field of education and emphasizes the role of education in educating responsible and reformed citizens of society. The five components that are present in each teaching process and are addressed in this approach are: The first component is the method that includes the skills and techniques that the teacher has to help the student acquire knowledge and skills. Uses them. Cognition of the student is the second component that refers to what the teacher knows about the students. Awareness of their interests, talents and interests, personal history and family background and their academic performance are among these. Knowledge as the third component refers to the amount of information the teacher has in the subject he is teaching. The fourth component is the goals, the goals are the goals and expectations that the teacher sets for teaching and for the students. The last component is communication, which looks at the type of communication that teachers make with students.

For the free-thinking teacher, acquiring content and knowledge and mastering the subjects is important and vital. Another important element that is emphasized in this approach is the goal element, which the free-thinking teacher teaches in order to achieve the goals. In the executive approach, it seems sufficient to know the usual subjects, but in the free-thinking perspective, they see the subjects as a means to an end, such as the ability to reason correctly, make sound judgments, recognize aesthetic qualities, and cultivate intelligence and thinking. Experts on the liberal approach believe that the goal of education is not to acquaint young people with intellectual and civic life, but to encourage and empower them to critique the weaknesses of life as well as work for a promising future. In other words, the goal of free-thinking teaching is to free students' minds from the unconscious domination of oppressive ideas about phenomena such as their class, race, or ethnicity. The task of the free-thinking teacher is to first create a problem (create human problems in relation to the world) and then, with the cooperation of the students, to gain an awareness of the higher realities through discussion and inquiry.In fact, awareness of this approach leads to students being trained to be equipped with critical thinking and reasoning, so that they can critique scientific issues and current issues of society and the world, and avoid blind imitation and unconscious acceptance. And take action to correct the problems of their own lives and the lives of others. Since this approach attaches great importance to freedom of expression and criticism and is the main concern of learners of social reform, it leads to the establishment of a healthy and advanced society.



Method: The method of this research is applied research and has been done by descriptive-survey method. Its population includes all the fourth and fifth grade teachers of girls' public schools in the third and fourth districts of Isfahan, numbering 561 people. Sampling was done by cluster sampling method, statistical sample was determined using Cochran's formula and error of 0.08 to 118 people. The measurement tool was a researcher-made questionnaire consisting of 20 items based on a five-point Likert scale. The validity of the questions was determined using the content validity and was confirmed by referring to the respected professors of the Department of Educational Sciences and several fourth and fifth grade elementary teachers. The reliability of the questionnaire was estimated to be 0.87 based on Cronbach's alpha coefficient. Descriptive and inferential statistics have been used to analyze the information obtained from the questionnaire.



Findings: The analysis of the findings showed that the rate of application of free-thinking teaching approach by teachers was higher than the average level. The application of the four components of this approach, including cognition, method, purpose and communication (respectively) was above the average level and the component of knowledge was at the intermediate level. There was a significant difference between the application of the components of this approach, the most related to the method component and the least related to the knowledge component.