Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University

The purpose of this study is to Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University. The present study was based on a qualitative approach and phenomenological method with the presence of 18 participants among curriculum and sociology specialists using purposive sampling method and semi-structured interviews. The analyzes were based on open, axial and selective coding. In-depth analysis of the interviews resulted in identifying and categorizing the features of intercultural education curriculum. It can be argued that Intercultural training curriculum framework consists of 4 elements of purpose, content, teaching-learning methods and methods of evaluation. Themes oversee the objectives of the Intercultural education curriculum in three basic dimensions (cognitive, emotional / attitudinal, and skill). Promoting respect for values and differences in the educational content section; Emphasis on the preservation and transmission of cultural heritage; Emphasis on social interaction; The disadvantage of emphasizing the avoidance of racism; Adaptation to the local historical identity of different ethnic groups; Paying attention to the role of Iranian ethnic groups in maintaining national independence; Attention to national and ethnic cohesion; Attention to cultural diversity; Attention to teaching indigenous and local languages; Attention to cultivating cultural self-awareness; Promoting justice and equality; Attention to different heavenly religions; Accept differences. In the section of teaching-learning methods, role-playing; Demonstration method; Project method; Collaborative teaching method; Scientific teaching method; Reliance method; Brain Enhancement Method; Problem solving method; The method of the courts; Group discussion method. The element of evaluation, as the last element in the intercultural curriculum from the perspective of the study groups in the form of: functional test; Observational evaluation; Oral evaluation; Paper pencil test; Skill-based tasks; Self-assessment; Peer assessment were identified.