rethinking on paradigms for curriculum implementation: the linkage between teachers theoretical and practical knowledge

the aim of this study is investigation of the relation between theoretical and practical knowledge of teachers in curriculum implementation paradigms. in this article, three relationships between theoretical knowledge and practical knowledge were presented. these were formed with regard to three paradigms in curriculum studies field which based on relationship between theory and practice. three relationships between theoretical knowledge and practical knowledge were discussed in three paradigms of curriculum implementation. the combination of these paradigms and curriculum implementation models form three curriculum implementation paradigms which are named technical-faithfully, reflective- adaptive and critical-emergent. any of these relationships have diverse consequences for teacher's professional development curriculum. in technical- faithfully paradigm, teacher's professional development curriculum emphasize on knowledge transferring and training for teaching effectively. in reflective- adaptive paradigms, the growth and development of teacher practical reflection is concerned. teacher's professional development curriculum in critical-emergent paradigm is a form of individual or collective research.