فصلنامه مطالعات برنامه درسی
پیاپی 67 (زمستان 1401)

The present article, under the title of “Curriculum in the Rendezvous of Truth”, was an opportunity, even though brief, to present an opinionated essay about the issues and problems of the curriculum field. A search that was far away from, and without the usual worries about data finding and processing, and created a calmness to be able to enter into the opinions that might serve as a beginning point and introduction to enter into the design of alternative views and probably open an entry of theorizing as well. In this article, in order to answer the request of the Curriculum Studies Journal (CSJ), an attempt is made to put forward ideas about the relationship between the curriculum and undeniable facts which have been neglected and rejected to some extent. This means to serve as a means and ideas of the author's desired views that could lead to a new discourse and analysis. Therefore, in this regard, attention to topics such as the truth of truths , the truth of man and the truth of life from the perspective of the mission and the capacity of the curriculum, although not in the form of completeness and, but in the form of summaries and brief will be considered.

This article is dedicated to the analysis of the lived experience of the interns of Qom Farhangian University. The "externship program" was first developed and implemented in 2015 as a part of Iran's teacher education plans. The program targets those who have completed their university education at other higher education institutions and have been admitted to the teaching profession through a recruitment test. This group have at least a bachelor's degree and it is expected that the training course will prepare them for working as teachers in the country's schools. This research was conducted by descriptive phenomenological method with homogeneous sampling and the information for the study was collected through semi-structured interviews. The data analysis shows that the "externship program" has been implemented with a complete deviation from the prescribed program. What has been done is an incomplete form of "undergraduate internship" that has been generalized to this course. Whether it is related to the theory of "deception" or "rival" or "generalization"; what has happened is a cause for reducing the social capital of universities and creating irreparable damage to the country's school human resources.

The research purpose was to analyze the lived experiences, job satisfaction and performance of novice teachers who were organized in out-of-field educational courses. The research was applied and mixed in terms of the method. The statistical population included Farhangian University students who graduated graduates from 2016 to 2019 in physics, chemistry, and biology education who were working in out-of-field situation. From this population, 165 individuals were selected as the research sample. The tools were an open-ended life experience questionnaire and two closed-answer questionnaires for job performance and satisfaction. The tool's validity was confirmed by 7 faculty members of Farhangian University. The reliability of satisfaction and performance questionnaires by Cronbach's alpha method was 0.89 and 0.96, respectively. For lived experience, 12 core codes and 64 open codes were extracted. The model drawn using structural equations (ꭓ2/DF=4.05,RMSEA>0.10) confirmed the correlation between job satisfaction and performance. It seems that the teachers do not have proper lived experience, job satisfaction, and performance from out-of-field organizing, and this issue should be addressed.

the purposes of this study is to design and validate a curriculum induction model for beginning teachers of primary schools with a focus on professional development. The research approach is “qualitative”. During the curriculum design phase, integrative Inquiry was applied (The research Synthesis). In addition, in order to determine the validity of the designed curriculum model, Delphi method was used. The key data were collected from the theoretical, experimental and review studies from which were published from 2001 to 2020. The sample included 5 education experts who were selected purposefully. The data were collected by note sheet, and a questionnaire. The results showed that the curriculum induction model for beginning teachers of primary schools has basic characteristics in the field of "emotional and psychological support", "improving the quality of teaching" and "helping the socialization of new teachers". Finally, the curriculum induction model was designed and validated inspired by the Acker model including rationale, aims and objectives, content, learning activities, teacher role, materials and resources, grouping, location, time, and assessment.