Recognizing the components of teaching-learning strategies in education based on existentialism philosophy

Document Type : Original Research

Authors

1 Master's student in Curriculum Studies, University of Mazandaran, Babolsar, Iran

2 Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.

3 Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran

Abstract

Background and Objectives: The aim of the current research is to design teaching-learning strategies in education based on the existentialism philosophy Methods: The approach of the current research is qualitative and the method used is a qualitative case study. Participants were specialists, which were reached theoretical saturation with 25 people. The research tool was a semi-structured interview and data analysis was done using thematic analysis method (comprehensive, organizing and basic). Also, in order to validate the data in the current research, the audit method was used. Findings: The obtained results were extracted and classified in the form of 123 basic themes, 11 sub-components, 4 organizing themes (educational space, teacher, student and ontological teaching method) and an overarching theme. The sub-components include situation-oriented and original educational environment, avoiding standard and template environment, flexible and empathetic environment, human interaction between teacher and student and preserving the inherent dignity of the student, the teacher as a facilitator and platform builder, the teacher. As a responsible and positive person, the student's priority over the curriculum and method, the student's capacity to choose, the student as a responsible person, the student's priority over the curriculum and the teaching method, the variety of methods based on the situation and conditions, emphasis on interaction-oriented and humanistic methods. Conclusion: Based on the findings, it is suggested that the curriculum of the educational system be changed step by step from the behavioral mode to the ontological curriculum.

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References

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Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 242-221

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