درخت حوزه‌های تخصصی

The irony of teaching standards policies is that they undermine the very commitments to professional autonomy that they espouse.  Positioned as condition (of competence and conduct) and consequence (of competence and conduct), autonomy becomes both philosophically and practically problematic. Drawing on the work of Jacques Derrida, the authors deconstruct the British Columbia standards policy titled “Standards for the Education, Competence, and Professional Conduct of Teachers.” Deconstruction is not aimed here at the destruction of standards policies but towards understanding and appreciating the role they can play in acknowledging that which is core to teaching and yet difficult to name within the language of standards. Our efforts are directed towards the rehabilitation of autonomy as educational responsibility that recognizes its own deep-seated and perhaps necessary contradictions.

Purpose : The purpose of this study was to provide a model for the development of children's education. Methodology : The research method was mixed (qualitative-quantitative). The statistical population in this study was all experts in the field of educational management and curriculum planning and training of working children. After the 11th interview, theoretical saturation took place. Validity was obtained through 4 experts and by two colleagues and reliability of the Copa formula (0.632). In order to conduct this research, in addition to documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions, components and indicators of the development of working children education, and in the quantitative data analysis section, the structural equation technique was used. Findings : As a result of qualitative analysis, 3 dimensions, 8 components and 43 indicators were identified. The dimensions of health-individual education, socio-cultural education and education of knowledge and academic and professional skills were identified as the main dimensions of the development of education of working children. Finally, all indicators were approved using structural equation technique and education of knowledge and academic skills. And vocational education with a coefficient of 0.858, health-individual education with a coefficient of 0.701 and socio-cultural education with a coefficient of 0.605 showed the most impact and importance in the model, respectively. The validity of the model was measured by 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.70, evaluation system with an average of 4.8 and executive mechanism with an average of 4.8) that all dimensions were approved. . Conclusion : Finally, a model with 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.7, evaluation system with an average of 4.81 and executive mechanism with an average of 4.80) was designed and validated