Document Type : Original Article
Authors
1
PhD student, Department of Philosophy of Education, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
2
Associate Professor, Department of Philosophy of Education, University of Isfahan, Isfahan, Iran. (Responsible author)
3
Professor, Department of Philosophy of Education, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
Abstract
The general purpose of this study is to review and critique the professional competencies of teachers from the perspective of postmodern approach with emphasis on Giro's views. In this research, the method of transcendental analysis has been used. The scope of this research includes all books, dissertations and articles in the field of research that were selected by purposive sampling. Fishing tools were used to collect data. Data analysis was performed using the method of deductive categorization and thematic coding. According to the research findings, the central categories of teacher professional competencies are: teacher as a coordinator and facilitator of learning, having democratic relations, inventing critical discourses, the role of the teacher in curriculum development, cultivating political actors, constructive teacher Knowledge and language, creating opportunities for subcultures, the teacher as a cultural agent, the teacher as a transformative intellectual. Criticisms of this approach include failure to provide a coherent model and application, reverse, individualistic domination, unsupported method discourse, and the shift of power from author to reader.
Keywords
)