Introducing a different teacher training project (RTTP) in Iran

As a matter of fact, today teachers are trained and prepared to teach as well as possible. However, such qualifications in teaching are mostly achieved through considering questions like: WHAT is education and WHY to educate? Since finding the answers to these questions is the fundament of teaching methods, lack of consideration to them results in training a teacher who works like an operator or performer rather than a thoughtful authority (Teacher-thinker). Basically speaking, we believe that teacher training should start from thinking about the meaning of education and leads teachers to contemplate about it just like educational philosophers who ponder over the WHAT and WHY questions. Finally, the knowledge obtained through understanding the previous questions enables them to find the right answer to HOW TO TEACH question. As a result a qualified teacher should be able to put theories in to practice based on his own thought or at least teach due to his knowledgeable choice. Whether it's possible to reach fulfillments of such teacher training program or not and how to accomplish it are the main questions to be concerned in this article. This paper attempts to present RTTP, on the basis of a descriptive method, and from a theoretical implication in order to draw a clear image of this project. It is aimed to answer those questions by presenting a case study of a teacher training project in Refah educational institute as an NGO in Iran. The philosophy, approach, curriculum, and the way of performing this project to achieve the goals and having thoughtful teachers are issues to be examined in this article. Additionally, some experimental samples are introduced in this domain

Teacher training, Teacher-thinker, RTTP