فصلنامه مطالعات برنامه درسی
پیاپی 58 (پاییز 1399)

The present study aims at assessing the status quo of the content of the curriculum implemented in the BA course of primary education at Teacher Training University via the lifelong learning approach. The study employed a descriptive-survey research method. The research population consisted of all professors of the department of educational sciences, Teacher Training University University, campuses of Isfahan province including 242 individuals. Using the proportionate-to-the-size stratified sampling method and observing the principle of randomness, 145 professors were selected as participants and data were collected through a researcher-made questionnaire. Finally, 103 copies of it were returned as the basis for analysis. The reliability of the instrument was obtained by calculating Cronbach's alpha coefficient as 0.94. Its validity was reviewed and confirmed by the experts and findings of factor analysis. Results indicated that the status quo of content of the BA elementary education curriculum is in a relatively desirable situation. Among the indicators, presenting learner-centered learning activities and emphasizing deep learning (problem-oriented) approaches have more desirable places than other indicators.

This research is a descriptive-analytical study that used mixed method. The statistical population of the qualitative phase includes faculty members and experts in preschool education. The quantitative phase includes educators of Ahvaz (Iran) during 2017-2018. A total of 12 individuals we selected as the sample in qualitative phase by purposive and chain sampling. And in quantitative phase, 180 people were selected through stratified random sampling. The data were collected through semi-structured interviews and a researcher questionnaire. In qualitative part 4 main components and 48 components were identified, the qualitative findings were coded and categorized based on content analysis. The results showed that the educators do not have enough professional competency at all stages of the curriculum process and their mean score was significantly lower than the desired level. There were also significant and positive correlations between all research variables. The least correlations were between content selection with evaluation and the highest correlation was between needs assessment and teaching-learning patterns.

The present study sought to identify competencies components related to technology for intended curriculum of primary education field of Teacher Training University based on TPACK. The research method is synthesis research with deductive content analysis. The statistical corpus of research is related articles published from 2000 to 2020. The method of sampling was purposeful, gradual and continued to point of saturation and fisheries forms were employed as the data collection tool. The validity of findings was confirmed by reliability criterion and reliability of findings was obtained by audit method. The qualitative data analysis was performed using deductive categorical system and thematic coding. The findings showed that most important competencies components related to technology for intended curriculum of primary education field are based on TPACK, includes 23 components of technology knowledge, 16 components of technology content knowledge, 18 components of technology pedagogy knowledge and 19 components of technology pedagogy content knowledge.

The present article assesses the competence of student-teachers in the field of teaching Persian language and literature in the fields of exam classification, exam planning, exam analysis, new methods and tools in assessment, and standardized exams. For this purpose, the evaluation method was used using a two-group assessment design. The statistical population of the undergraduate student-teachers' research in the field of Persian language and literature education and its statistical sample was selected from the mentioned student-teachers, including two entries, namely those admitted in 1394 and 1396. Among the two input groups, which numbered a total of 694 people, a sample of 283 people was tested. Data analysis shows that student-teachers have achieved the necessary competence in the five components examined. That is, in three components, at the intermediate level and in the classification component, the tests are qualified at a weak level. They are at a very weak level in the test design component. Therefore, it can be concluded that they have achieved the necessary professional competence in the production and implementation of academic exams.

the aim of present research is to analyze the components of teachers’ professional Ethics. approach of the present research is of descriptive and its method is systematic review on the Wright and colleague model (2007). The population consists of 623 articles about components of professional ethic of teachers, have been presented in valid scientific magazines between 2000 and 2020. Sample of the research is 29 articles, have been collected systematically and have been chosen by thematic monitoring of data. Based on data analysis, components of professional ethic of teachers were classified on 4 dimensions and in 14 factors. These dimensions include an individual dimension (consists of personality factors, perceptive skills, religious commitment and neatness in terms of one’s appearance), organizational dimension (consists of commitment, professional development and communication), social dimension (consists of social values and social relations) and teaching and learning process (consists of observing the educational rules, teaching content, method of teaching, assessment and research).

The major aim of study was to evaluate the 6th grade elementary curriculum change based on the Fullan model from the viewpoint of teachers and school principals. The research method was mixed (explanatory). In the quantitative phase, the population was composed of teachers and principals of the primary schools of Koohrang city. Due to the small size of the population, all individuals were selected as samples (100 teachers and 50 principals). A researcher-made questionnaire was used to collect quantitative data. The reliability was calculated using Cronbach Alpha coefficient test (α=0.94) and its validity approved by 10 academic experts. The data were analyzed using descriptive and inferential statistics (one sample t-test, independent t-test). In the qualitative section, 14 teachers and principals were interviewed. The interviews continued to reach the theoretical saturation. The Date were analyzed by qualitative content analysis method. According to the findings, from the point of view of the research participants, the curriculum characteristics (need clarity, complexity, quality/practicality) and local characteristics (district, school community, principal, and teacher) were not adequately addressed.

the purpose of the present study was to determine the dimensions and components of teachers' change of vision patterns for the purpose of entrepreneurial education. The qualitative research phase included all secondary education experts of Isfahan Education Organization in six educational districts. The research corpus consisted of articles and documentation related to the research literature and interviews with 23 experts. The validation method was used to validate the research instrument and convergence method was used to validate the interviews. The content analysis was used to analyze the data and were categorized by open, axial and selective coding methods. Overall, the results showed that the dimensions and components of changing teachers' viewpoints for entrepreneurial education were based on open, axial, and selective coding textbooks, including 7 dimensions (teaching productivity, educational ethics, professional development, curriculum early, lesson). The research, reflection on curriculum, futures research and 110 items. This study showed that the model obtained from this research can be used to change teachers' viewpoints for entrepreneurial curriculum content.