The Inconsistent Electic in Student Teachers’ Practical Curriculum Orientations: A Grounded Theory

Using a grounded theory approach, the present research aims to identify the type of student teachers’ practical curriculum orientation and explain how it develops in them. The research population consisted of student teachers admitted in 2012-2013 to Shahid Hashemi Nejad University of Mashhad. Through purposive (judgmental) sampling, 27 student teachers were selected and the sample efficiency was decided based on theoretical saturation. Data was collectd through open-ended interviews and participant observation. The results of first question showed that student teachers’ practical curriculum orientation is an inconsistent mixture and lacks an integrated practical orientation for curriculum and there is no similarity and consistency among curriculum orientations. Among them, mostly the subjective/disciplinary, humanistic and social curriculum orientations formed the majority and the practical curriculum orientation is inconsistent with that of Iran’s Ministry of Education. The results on how the practical curriculum is developed in student teachers show 7 general items which were formed on three levels of personality traits, learning experiences, and practical experiences. The inconsistent learning experiences as the main subject of this process are the result of a mixture of different conflicting learning experiences that evolve before and after the student teachers are admitted to the Teacher Education University, thus leading to the formation of practical, eclectic, and inconsistent orientations in them.