@article { author = {Zamāni, Zahrā}, title = {Tacit and stipulated knowledge of guidance school teachers of learning theories in teaching processes and the impact of demographic factors on it}, journal = {Journal of Educational Innovations}, volume = {11}, number = {3}, pages = {139-162}, year = {2012}, publisher = {Organization for Educational Research and Planning}, issn = {1735-1235}, eissn = {}, doi = {}, abstract = {This research was conducted in order to investigate the guidance school teachers’ stipulated and tacit knowledge about learning theories and applying it in the teaching process.  The sample consisted of 266 teachers (146 females and 120 males) who were selected randomly from among Tehran guidance school teachers. The data was collected using two researcher-made questionnaires. The data was analyzed, using descriptive and inferential statistics and the following results were obtained: There was a significant difference (p<.05) between observed average stipulated (.33) and tacit knowledge (3.61), and there was a weak correlation between two kinds of knowledge on learning theories(r=0/144). There was a significant difference between teachers’ knowledge on learning theories and variables such as, academic document, gender, and teachers’ teaching experience. However, there was not a significant difference between the teachers’ knowledge and the length of their in-­service training (p ≥.05). So, enhancing the teachers’ stipulated knowledge of learning theories and special attention to teachers’ tacit knowledge should be considered by the educational authorities and planners.   Keywords: , , , }, keywords = {Tacit knowledge,Stipulated Knowledge,Learning Theories,Teaching Process}, title_fa = {تعیین وضعیت دانش ضمنی و تصریحی معلمان دورۀ راهنمایی از نظریه های یادگیری در فرایند تدریس و تأثیر عوامل جمعیت شناختی بر آن}, abstract_fa = {از آنجا که دانش و تجربة معلمان نقش عمده ای در فرایند یادگیری دارد، هدف از انجام این تحقیق تعیین رابطة دانش تصریحی و ضمنی معلمان از نظریه های یادگیری و بررسی تاثیر عوامل جمعیت شناسی بر آن بود. این تحقیق از نوع توصیفی و به روش زمینه یابی بر روی 266 معلم (146 زن و 120 مرد)، که به روش نمونه گیری خوشه ای تصادفی انتخاب شده بودند، انجام شد. دانش تصریحی و ضمنی معلمان با دو پرسش نامة محقق ساخته سنجیده شد و داده ها با استفاده از آمار توصیفی و استنباطی مورد تجزیه و تحلیل آماری قرار گرفت. یافته ها نشان دادند که میزان دانش تصریحی و ضمنی معلمان از نظریه های یادگیری در بعضی سؤالات نظریه ها پایین بود. بین میانگین مشاهده شدة نمرات دانش تصریحی(33/0) و دانش ضمنی (61/3) از نظریه های یادگیری تفاوت معنا داری وجود داشت (05/0