شناسایی و تبیین مبانی معرفت‌شناختی برنامه فلسفه برای معلمان (P4T)

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Azadi, A., & Omid, M. (2022). Philosophical Foundations of Philosophy for Children (P4C) from Lipman’s Perspective: Ontology, Anthropology, and Epistemology. Journal of Philosophical Research, 16(39), 59-77. https://doi.org/10.22034/jpiut.2021.43506.2740

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Farmahini Farahani, F., & Fathi Jahanshahi, K. (2023). Examining Methods of Teaching Philosophy to Adolescents with Emphasis on Three Different Approaches. Teaching and Learning Research, 20(2), 92-107. https://doi.org/10.22070/tlr.2024.18549.1520

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Karimi, M., Mirza Mohammadi, M. H., & Rahnama, A. (2020). Analysis of the Dimensions of Teachers’ Creativity Skills in the Philosophy for Teachers Program from the Perspective of P4C Facilitators. Innovation and Creativity in Humanities, 10(3), 153-174.

Khodamoradi, A., & Maqsoudi, M. (2025). Examining the Effectiveness of the Course “Philosophy of Teaching in English Language Education” on the Occupational Motivation of Student Teachers in English Language Teaching at Farhangian University. New Educational Thoughts, 21(2), 109-125. https://doi.org/10.22051/jontoe.2023.43294.3759

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Madadi Mahani, M. (2021). Components of the Philosophical Mind and Its Application in Elementary Teachers’ Instructional Methods. Research and Innovation in Elementary Education, 3(6), 41-54.

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Mohammadi, R., Keshavarz, S., & Barkhordari, R. (2023). Narrative Inquiry into Teachers’ Personal Educational Philosophy Based on Their Narratives about the Why of Education and How to Encounter Learners. Educational Sciences, 30(2), 63-80. https://doi.org/10.22055/edus.2024.44989.3522

Mousavi, A., Valavi, P., & Hashemi, S. J. (2016). Examining the Lived Experiences of Elementary Teachers Regarding the Duties of the Teacher as Philosopher-Teacher. Educational Sciences, 23(2), 36-56.

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Najafi, H., & Jafari Harandi, R. (2010). Teaching Philosophy to Children and Adolescents: Current Challenges and Proposals for the Future. Growth of Qur’an and Islamic Education, 32(1), 54-58.

Orchard, J., Heilbronn, R., & Winstanley, C. (2016). Philosophy for Teachers (P4T): Developing New Teachers’ Applied Ethical Decision-Making. Ethics and Education, 11(1), 42-54.

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Safaei, M. H., Ghaedi, Y., Zarghami Hamrah, S., & Keshavarz, S. (2020). A Comparative Analysis of the Structure of Farhangian University’s Teaching Philosophy Statement with Selected Universities. Theory and Practice in Curriculum, 8(16), 395-424. http://cstp.khu.ac.ir/article-1-3220-fa.html

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Şatıroğlu Karaağaç, F. (2024). The Impact of a Philosophy for Teachers Education Program on Teachers' and Teacher Candidates' Perception of Professional Identity, Need for Reflection, and Educational Beliefs Çanakkale Onsekiz Mart University Graduate Education Institute].

Soltani, A., & Koushi, Z. (2015). Predicting Faculty Members’ Teaching Quality Based on Their Philosophical Mindset and Occupational Motivation. Teaching and Learning Research, 12(2), 29-48. https://doi.org/10.22070/2.7.29

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Yari Dehnavi, M., & Pourkarimi Havashki, M. (2018). The Nature and Method of Philosophizing and Its Consequences in Teachers’ Teaching Process. Journal of Foundations of Education, 8(1), 43-66. https://sid.ir/paper/218532/fa

Zejaji, N., Khanifar, H., Aghahosseini, N., & Yazdani, H. (2017). Designing a Professional Development Framework for Teacher-Education Instructors at Farhangian University Campuses in Isfahan Province. Teaching Research, 5(4), 143-164.