curriculum pattern

: The aim of the present research was to explain the components of internship curriculum pattern based on autobiography. This study is a kind of applied research and with a view to method, a qualitative approach with a phenomenological strategy. The participants were curriculum specialists and internship educators that were selected through purposive sampling method. They were interviewed by semi-structured interview. The interviews were continued saturation (n=9). On the basis of encodings and obtained themes from scientific texts and experts and educators’ interviews, obtained suitable mental models, reflective thinking, narrative inquiry, professional competences, and lived experiences as the components of internship curriculum pattern based on autobiography. According to the findings, it is suggested to include the above five components in Teacher Training university courses.

The purpose of this study was to design student citizenship curriculum model. Quantitative and qualitative methods have been used for this purpose in the form of a mixed design. The first stage of research is based on the qualitative method of the basic theory. At this stage, 28 experts from the fields of education, curriculum and social sciences were selected and interviewed. In the second step, using a survey method, the views of experienced professionals and teachers have been used to test the validity of the designed model. The findings show that the courses of citizenship education include human and moral values, collective life skills training (order and responsibility), cultural reconstruction, political education, civic participation, emphasis on social justice and multicultural education. In educational methods as well as evaluation, emphasis has been placed on the formation of informal groups and the monitoring of group activities, learning in practice, and student-centered and participatory teaching methods. The study of the agreement coefficients for all educational curricula and teaching methods is higher than 0.6 which indicates the validity of the results.

The aim of present study is the design and validation of the moral education curriculum  model in the first period of secondary school With Emphasis on the fundamental reform document of education in the Islamic republic of Iran. The method used in the research is the Granded Theory and  the statistical population of  the study includes: a) all documents related to theoretical foundations of the subject and evidentiary documents (including " Theoretical Foundations of the Fundamental Reform in Formal General Education System of  the Islamic Republic of Iran", " Fundamental Reform Document Of  Education " And "the National Curriculum of the Islamic Republic of Iran"); and  b) all curriculum specialists of the public universities of Tehran and the experts of the study groups of the country's research and planning organization. For sampling of documents, has been used of the census method and for the selection of specialists has been used of targeted sampling. To collect data from documents review was used information tools and for data collection  in pattern validation  was used a researcher-made questionnaire (with content validity and reliability of 0.82). Data related to pattern design with qualitative (descriptive-interpretive) and derived data A questionnaire (related to validation) was also analyzed by descriptive statistics (frequency distribution tables, percentage and mean). Based on the results of the research, at first the proposed model of the first level educational curriculum was designed with the emphasis on fundamental reform document of education and then assigned to the curriculum specialists and experts of the relevant groups in the planning and writing office for validation and after receiving, analyzing and Applying the views of specialists was confirmed and finalized the credibility of the desired pattern.

The present study, by reviewing the current state of the university's general curriculum, which aims to educate responsible citizens, has provided a model for interdisciplinary curriculum design. The research was conducted in a heuristic (qualitative-quantitative) mixed paradigm. In the qualitative part, studying and identifying the areas of global citizenship education in the academic curriculum in Iran were considered. Thematic analysis was used on two levels of electoral documents and headings approved by the Supreme Council of the Cultural Revolution. Data were collected through content analysis, checklist and checklist. Document analysis was used to analyze the data. In the quantitative section, a descriptive survey method was used and the statistical population of the program was 145 people. The researcher-made questionnaire was designed with Cronbach's alpha coefficient of 0.91 and content validity. Chi-square and Friedman tests were used for data analysis. According to the findings in the qualitative part of the general curriculum system, its focus and organization is based on the discipline-based normative approach. Most of the content related to the components of globalization is often indirectly related and is dominated by positive, neutral and negative aspects. Therefore, the Global Citizen Curriculum Model is based on an interdisciplinary approach in five key steps that include the key elements of the program. The course (Goals, Content, Teaching and Evaluation Methods) was designed based on three components of knowledge, skills, and attitudes at both macro and micro levels. At macro level, the integrated curriculum approach (integration) and at the micro level (vertical, broad and educational) used.