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Are Iranian schools ideological? A reflection on the experiences of hiring and teaching teachers
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Abstract: (501 Views) |
Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.
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Type of Study: Research |
Subject:
Special
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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