نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیأت علمی گروه تاریخ دانشگاه بیرجند
2 استادیار گروه آموزش تاریخ دانشگاه فرهنگیان. تهران. ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
An interdisciplinary approach linking the history of education with the knowledge and methods of management sciences opens new horizons for analyzing professional development policies. This approach, utilizing both critical analysis of historical documents and managerial models, enables a deeper understanding of decision making contexts, executive mechanisms, and organizational outcomes. The integration of these two fields turns the past into an effective source for rethinking and improving educational systems, enhancing the capacity to explain gaps between theory and practice. Such a perspective lays the groundwork for designing policies that, in addition to addressing historical and cultural needs, contribute to improving the efficiency of educational structures.
Professional development is a relatively new concept in the fields of management and education, aimed at enhancing the knowledge, attitudes, character, and skills of staff and managers to achieve organizational growth. The present article seeks to analyze professional development based on five dimensions—physical, ideological, ethical, scientific, and social—within educational documents from 1925 to 1971 (1304–1350 SH). The main objective is to evaluate how the components of professional development were reflected in the educational documents of that period, focusing on school inspectors’ reports and Motahhed al Ma’al circulars.
Using documentary analysis of historical data from 1925–1971, this study reviews professional development in educational laws and strategies. Actions included drafting laws, publishing journals, founding teacher training and research bodies, and embedding ethics in curricula. Urban focused policies and neglect of rural and nomadic needs curtailed overall impact.
کلیدواژهها [English]
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