NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ853849
Record Type: Journal
Publication Date: 2004-Dec-15
Pages: 20
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-1523-1615
Iranian and U.S. Pre-Service Teachers' Philosophical Approaches to Teaching: Enhancing Intercultural Understandings
Pryor, Caroline R.; Eslami-Rasekh, Zohreh
Current Issues in Comparative Education, v7 n1 p50-69 Dec 2004
This study investigated philosophical approaches to teaching held by pre-service teachers in Iran and the US. The study's participants were 30 pre-service teachers from Iran, a predominantly Muslim country, and 30 American pre-service teachers. Data were collected using the 105-item Philosophy of Education Scale (POES, Author A, 2003) composed of five philosophical approaches and seven teaching dimensions. Scores indicated Iranian-US pre-service teachers differed in their beliefs about the Executive (behaviorist) teaching approach; similarities were found in the Citizen Teacher (social-responsibility) approach. As researchers, we purport the results to have implications for enhancing conversations about cultural values and applications in educational settings. (Contains 2 tables and 2 figures.)
Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran; United States