Document Type : Original Research
Authors
1
Group practices and training programs, Tehran University, Tehran, Iran
2
Emergency Department, Baqiyatallah Medical Science University, Tehran, Iran
3
Health Research Center, Life Style Institute, Baqiyatallah University of Medical Sciences,Tehran,Iran
4
Health Research Center, Life Style Institute, Department of Health Education, Health School, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
Background and Aim: Today, the teaching and teaching of teachers in the field of learning-learning has become very important. Therefore, it is important to study the influential factors in the field of teaching and their chosen approaches to education. In fact, the kind of curriculum ideology and educational philosophy can be considered as a critical and influential element in the field of teaching and teaching. Therefore, the present study aims to investigate the relationship between curriculum ideology and educational philosophy with the teaching methods of medical science professors (one of the military medical university of Tehran).
Methods: This is a descriptive-correlational study. The population of this study was a faculty member of one of the military medical sciences universities in Tehran who was selected by convenience sampling method. The data collection tools consisted of curriculum ideology questionnaire, educational philosophy and teaching approaches that validity and reliability of them had been confirmed. Pearson correlation was also used to analyze the information in SPSS v22 software.
Results: The findings of the study indicated a significant relationship between the social efficiency ideology (r = 0.23, p <0.05) and learner-centered ideology (r = 0.25, p <0.05) with the existentialism philosophy of education, social efficiency ideology with teacher teaching approach Axis (r = 0.26, P <0.05), as well as learner-centered ideology with a student-centered approach (r = 0.26, P <0.05). Other results of the study showed that there was a significant relationship between teacher-centered teaching with progressivism (r = 0.23, P <0.05), Perennialism (r = 0.25, P <0.05), fundamentalism (r = 0.30, P <0.01) and existentialism (r = 0.27, p <0.05), as well as the relationship between student-centered teaching approach and Perennialism educational philosophy (r = 0.26, p <0.05).
Conclusion: Since the findings point to the significant relationship between the dimensions of the curriculum ideology and the educational philosophies with the teaching methods of the faculty, the universities studied and the similar universities can provide education and programs to raise the level of the quality and familiarity of the faculty with the orientations of the curriculum and the philosophies governing the field.
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