فصلنامه مطالعات برنامه درسی
پیاپی 45 (تابستان 1396)

The field of education and curriculum in Iran is an arena in which the government seeks to preserve sovereignty and people seek to preserve identity in an endurable effort for domination. Before the familiarity with the doctrine of modern western education, the Iranian governments were unaware of the magic of governmental education and curriculum. The Qajar kings who became familiar with this issue began their efforts in 1841, to turn “Popular” education and curriculum into “governmental”. The Pahlavi regime finalized this procedure in 1956, and the Islamic Republic also put this upon new purposes. What exists at the heart of these conflicting nation-state efforts is the common belief of possibility of induction in both sides; the belief that presents shaping of behavior and faith as possible. However, the question remains whether the apparent dominance of government on education and curriculum has led to real domination?

The aim of this study is to analyze suitable methods of vocational internship implementation in production-based training model. Hence, this is an applied research with regard to the goals, and has been quantitative and qualitative in terms of type of data, and is conducted within a research synthesis framework. The data for this study was gathered through documentary study and implementing questionnaires. By analyzing and combining the data the researchers have tried to determine the effective factors in the optimal implementation of internship. The qualitative statistical society includes national and international research in the area of internship available to the researchers. The quantitative statistical society of the implemented questionnaire includes all the students in sewing field in vocational schools. From this population of 1720 students, 314 subjects are selected through Cochran formula and random stratified method. The results indicate that paying adequate attention to “the duration and time”, “location”, and “the quality of internship trainings” is among the effective factors for suitable implementation of internship.

Hidden curriculum includes a set of established learning in the culture of educational institutions, which learners experience as some norms and values. Meanwhile, the architecture students, due to the special nature of practical lessons and close interaction between faculty members and students, receive greater effects from hidden curriculum. Therefore, this research was formed with the purpose of studying the hidden curriculum of the architecture discipline. To this aim, the lived experience of 21 undergraduate students in architecture engineering at Ilam University was evaluated using snowball sampling and semi-structured interviewing tools and qualitative content analysis method. The research unit for analysis was the content and the reliability of the research was 0.83based on the agreement between the coders. According to the findings, 22 components of the hidden curriculum were identified and by using the content network analysis, the theory of "transaction of benefit" was formed that illustrated the facts in the interaction of individuals with each other in the context of the faculty of architecture. The results of this study led to the identification of the factors creating hidden curriculum in the architecture discipline under the terms of "knowledge", "insight", "preparation" and "supervision".

Teacher’s knowledge and attitudes about the curriculum shape their beliefs, and these beliefs affect their self-efficacy in teaching. This study seeks to examine the perceptions and attitudes of teachers toward Work and Technology Curriculum. These teachers already taught vocational courses. The present research is a case study and the participants include 13 head-group teachers from 11 provinces across the Iran. These teachers were connected through a telegram communication network group. The data collection instrument was individual interviews and group discussions, which were analyzed within qualitative method. In general, 17 themes in 4 categories were obtained that included: mission (cognition of vocation and technique, students’ interests, computer, work, boredom, competencies); learning experiences (technology as activity, technology for development, craftworks, creativity and entrepreneurship, challenge and problem solving); content source (workshop activity, systems analysis and both of sources); emotions and attitudes (expectations of support, teaching profession identity, resistance, self-efficacy). These findings indicate to a lack of vision among head-teachers toward new curriculum, facing unpredicted situations, and they are unwilling for changes which would cause uncertainty.

This study seeks to investigate the implementation of the existing status of Work and Technology curriculum in the 7th grade. This is a descriptive-survey study and the statistical population includes all the principals and teachers of 7th grade in Tabriz. The sample size is determined through Krejcie and Morgan table within random sampling method. The sample includes 137 teachers and 110 administrators and the data gathering tools involves a researcher- made questionnaire. The reliability coefficient of questionnaire is calculated by Cronbach’s alpha and 0.954 is obtained for the teachers and 0.925 for administrators. The data analysis is conducted by SPSS18. To analyze the data the descriptive statistic (frequency of the percent and mean) and inferential statistic dependent T-test and independent two-groups are used. The elements of the Work and Technology Curriculum including teaching methods, sources of the study and the place of education, human and material factors are among the effective factors. In addition, there is a significant difference between administrators and teachers viewpoints about the impact of human and material factors on the implementation of Work and Technology Curriculum.

The purpose of this research to compare vocational curriculum in three successful countries in education of vocational skills and entrepreneurship in comparison with Iran. In this study, the practical descriptive research was performed within comparative-study method of George Brody. The purposes, contents, and methods of teaching and assessment were investigated by though the approach of developing the learners’ motivations for entrepreneurship. The results of this study showed that curriculum purposes and contents in Iran and the three chosen countries are similar and they move toward cultivating motivations and skills for entrepreneurship. In Canada and Germany, education of international work force is one of the purposes of the curriculum. The surveyed content of the curriculum of Iran and the three chosen countries are similar and they focus on technology and information, science of communication, acquiring international languages with environment as the complementary contents in three countries’ curriculum. Courses such as management of business and knowledge of entrepreneurship between are common the three countries and Iran, but a big gap was detected between acquisition-education activities and evaluation in the three chosen countries and Iran. In Iran, the traditional methods are used, while in the three chosen countries the main method is based on teamwork. Regarding assessment, various methods is employed the three chosen countries use (such as assessment teams, self-evaluation and evaluation of learners’ research-based projects), whereas, in Iran the written and verbal tests are widely implemented