The Gap in Ideologies behind Intended and Implemented Curriculum in Teacher Training University

The purpose of this study was to analyze and explain the gap that exists between the ideologies behind the curriculum intended and implemented in Teacher Training University from the perspective of professors and student teachers. This research was quantitative in nature, applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population included all professors and student teachers of Teacher Training University of Khuzestan (Iran) in 2022-2023. The sample size was determined using Cochran's formula including 73 professors and 245 student teachers who were selected using simple random sampling method. The data collection tool was the standard questionnaire of Skyro Curriculum Ideologies (2008). The content and face validity of the questionnaire were obtained using the collective opinion of experts and the field of educational sciences and the validity of the questionnaire was calculated using Cronbach's alpha coefficient of 0.87. The descriptive test was used to analyze the data. The findings showed that there is a difference between the intended and implemented ideologies of the professors, so that from the perspective of the intended ideology professors is the dominant curriculum of the learner ideology, while from the perspective of Teacher Training University students the implemented ideology is the dominant curriculum of the professors.