Reviewing the National Curriculum Document of Iran based on Autobiographical Identity: A mixed-method stud

The main purpose of this study was to investigate the autobiographical identity of the National Curriculum Document of Iran. A sequential, exploratory mixed-method was used in the qualitative case study while content analysis was used for the quantitative phase. In the qualitative phase, documents and books related to the autobiographical identity were scrutinized while in the quantitative phase the whole of national curriculum document (68 pages) was put under investigation and additionally 12 faculty members of curriculum study, philosophy of education and educational psychology of Bu Ali Sina University were interviewed. In quantitative phase, the gathered data were analyzed using descriptive statistical indices including frequency and percentage. For the qualitative analysis, about 19 basic and 5 organizing themes were explored for autobiographical identity whose validity was found to be acceptable by the curriculum development, philosophy of education and educational psychology professors. The quantitative analysis revealed that in national curriculum document the amount emphasis of the components of autobiography identity were: Self architecture 26.27 percent , self-regulation 57.24 percent, lived experience 33.2 and self-definition and imagination 40.14 percent in addition the total emphasis was found to be 97.19.