The Transition of “Teacher Training Foundations” in Iran during the 1950s and 1960s
Subject Areas : تاریخ و ماهیت رشته فلسفهٔ تعلیم‌وتربیت، مکاتب و رویکردهای فلسفهٔ تعلیم‌وتربیت قدیم و جدید ،تاریخ اندیشه و عمل تربیتی (سیاست‌ها، برنامه‌ها، اقدامات و...) مفاهیم، گزاره‌ها و نظریه‌های تربیتی آراء مربیان و فیلسوفان تربیتی روش‌شناسی پژوهش‌های تربیتی انواع تربیت مسائل تعلیم‌وتربیت ایران و جهان برنامه درسی و آموزش در رشته‌های گوناگون
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Keywords: History of Teacher Education, Philosophy of Teacher Education, Teacher Training College, Curriculum Policy, Americans, Educational Knowledge,
Abstract :
The development of teacher training institutions in Iran was closely tied to the social philosophy of overcoming underdevelopment through the expansion of public education. Owing to the nascent nature of higher education institutions, these establishments enjoyed a privileged social status and considerable governmental support. The Higher Teachers’ College attracted some of the most distinguished scholars of its time, and its graduates benefited from exclusive employment advantages. However, a historical review of the Teachers’ College and universities in Iran reveals a steady decline in the status of teacher training institutions throughout the 1950s and 1960s, a regression from which they have yet to recover. The position and academic standing of the Higher Teachers’ Training Institute and its faculty—from its foundation in 1928 up until the early 1960s—compared to the subsequent decades, indicate a significant institutional fragmentation and erosion of prestige. This study, employing a historical-analytical approach, seeks to examine the status of teacher training institutions in Iran, the underlying philosophy governing them, and the factors that contributed to their diminished standing. The findings indicate that the combined effect of several factors led the Higher Teachers’ College—considered the emblem of teacher training in Iran—toward a state of weakness and eventual dissolution, embedding a sense of inferiority within the philosophy of teacher education.