ندا پریشانی

The purpose of this study was to investigate the issues and problems of the internship course from the perspective of the teachers of this course in the curriculum of Farhangian University. For this purpose, using a qualitative approach and based on purposive sampling, semi-structured interview were conducted with 25 professors of internship in Isfahan Farhangian University. The content validity of the interview questions was confirmed by experts. To increase the accuracy of interview analysis, the peer question method, exploration by the subjects (Halloway & Wheeler, 2009) and the audit path (Gal et al., 2012) were used. Data analysis was performed in three stages of open, axial and selective coding.The results showed that the problems of the internship course can be classified into two dimensions: "curriculum" and "implementation". According to the results, the most problems in the curriculum dimension, In the component of internship curriculum objectives idealistic view and personal goals (0.84), In the content component: student does not pass the prerequisite courses (0.84), In the component of learning-teaching strategies: Lack of familiarity of some internship teachers with the method of qualitative research (0.60), And in the evaluation component: the necessary lack of coordination in the evaluation method was (0.52). The highest frequency of problems identified in the implementation dimension, including: Insufficient cooperation of education in sending licenses (0.68), Lack of vehicle for internship instructor (0.54), Lack of justification of school principals for internship (0.36), Lack of good teacher educator as a model for student-teacher (0.68), Lack of suitable textbook for this course (0.88), Low level of knowledge of student-teacher about the content of textbooks (0.52), Disagreement of in-service teachers in the internship unit training (0.72), The shortage of manpower aware of the internship unit in the university to solve problems and administrative-administrative ambiguities was (0.60). The teaching profession seems to be a professional activity that requires a philosophy to link theory and practice. Therefore, it is necessary to pay attention to coherent planning in order to provide practical and theoretical training for the internship course at Farhangian University, considering the challenges it faces.

The present study aimed to investigate the inclusion of environmental education topics in Iranian secondary education textbooks and prioritizing neglected topics. In the qualitative section, a semi-structured interview was conducted with curriculum specialists and environmentalists to find answers on how to include environmental education topics in the secondary education curriculum. The research community included all the curriculum specialists in Isfahan universities and environmentalists from Tehran and Isfahan. In the present study, the information was saturated after an interview with 24 specialists. In the quantitative section, a questionnaire was distributed among teachers to prioritize the relevant topics that were neglected in the environmental education curriculum. The statistical population of this section included all biology, geology, chemistry and geography teachers in Isfahan province with a multi-stage cluster sampling, 258 teachers were selected. The results of the study indicated that most of the experts believed that the topics of environmental education should be integrated with all courses. The results of the survey of the four groups of teachers showed that they think that the three items of protecting the natural environment of the country, the social, economic, and environmental consequences of electric energy production from renewable and non-renewable sources and the need for renewable energies and environmental impacts from fossil fuel consumption are at the top of the list of neglected topics in Iran's environmental education.

In this paper the attention has been paid to goals of the environmental education and related activities in Sweden, Australia, Canada, Turkey and Iran through a comparative and analytical method .In this regard, in addition to review documents of Iran and selected countries in the field of environmental education, interviews done with 12 experts in Tehran and Isfahan. To select these experts chain sampling method was used and the interviews with environmental experts executed until data saturation. In aim section, the prevailing view in all countries is sustainable development. In goals section, there was similarities in the development of knowledge, skills and positive attitude to nature. In part of activities related to environmental education, there is a significant gap between selected countries with Iran. On the other hand, it can be stated that this gap has been caused by a Gap between the intended purpose of the program and its implementation in Iran. At the end, localized actions have been proposed regarding the objectives of environmental education.

The aim of this study was to investigate the content element in the curriculum of the environment course in secondary schools of Iran and some selected countries with suggestions concerning the ignored content of the curriculum in environmental education of Iran. The research method was comparative and descriptive-analytical. The results indicated that Swedish and Canadian curriculum approach to the environmental education involved sustainable development and their environmental education content in the curriculum for secondary school seemed to be comprehensive and consolidated. Australia’s secondary school environmental education curriculum comes close to support a sustainable development approach and environmental education curriculum content proved to be non-exhaustive and consolidative. The curriculum content of secondary schools for environmental education in Turkey fell short of sustainable development approach and its environmental education content was non-comprehensive and integrated. The curriculum content approach of the secondary school in Iran for the environmental education fell short of being oriented toward sustainable development and was non-comprehensive and integrated in contents of textbooks on biology, chemistry, geography and geology. In studied countries the selected contents centered around areas of knowledge, skills and attitudes towards the environment. With regard to the kind of knowledge and the space dedicated to content, there was a significant gap between attitudes and skills in environmental education in the curriculum of our country and those of the selected countries. At the end of study, using a comparative analysis, a streamlined content comprising 20 items, assumed to be ignored in the curriculum content for environmental education in our country, was presented.

The present study investigates the current and desirable situation of curriculum goals of environmental education from views of specialists in curriculum and environment fields. This study was qualitative research ingredient that descriptive- analysis method was conducted The research population was consisted of curriculum specialists in the Universities of Isfahan, Isfahan Azad University and Farhangian University and environmental specialists in Tehran and Isfahan. Sampling method was purposive and chain. Research tool for data collection was semi-structured interview form that to determine its validity, content validity was used .To determine reliability of research tool, coding method by reviewers (supervisor, advisors and an external reviewer get)was used. Qualitative findings in accordance with the method of “content analysis of interview” were analyzed .The results showed that from the perspective of curriculum specialists and environmental specialists, existing goals in the field of environmental education is not desirable, because what in some documents is expressed as overall goals of environmental education is not clear and cannot be performed. From the perspective of the two specialist groups, weaknesses of existing goals were in three field: before setting goals, determining the content of goals and implementation of goals. According to both specialists who were interviewed, four statements of fostering a culture of environmental protection, strengthen the belief and conviction to protect the environment, foster citizen who offers solutions to preserve the environment and the strengthening environmental ethics are on the top of all goals of environmental education.