فصلنامه مطالعات برنامه درسی
پیاپی 70 (پاییز 1402)

The purpose of this study was to investigate this question: Is the question of God relevant in the field of curriculum studies? For this purpose, a speculative study was conducted and in order to convince of the discussion, the arguments along with valid and numerous citations done in two basic axes. Initially, the question was examined outside the field of curriculum studies, and in the next axis, was studied in the field of curriculum studies. studies outside the field, contrary to the common claim of modern science, indicate the existence of metaphysical-theological presuppositions throughout the modern era, its philosophy and sciences, and in the field of curriculum studies, various works documented in the discussion , Confirm the relevance and the important place of this theological question in determining the positions of curriculum experts in the past, present and future of the field. This issue, along with the need to pay attention to the Islamic tradition from a theological point of view, opens a wide field to us which Entering this field, is left to future studies.

The purpose of the present study is to investigate the current situation of teaching the Holy Quran in the elementary school. This research was conducted with a qualitative approach and data-based method. The participants in the research included all agents involved in the curriculum of teaching the Holy Qur'an at the primary level, who were selected through purposeful sampling of the criterion-oriented type. Data were collected through semi-structured interviews with twelve primary school teachers, eight students, and five students' parents in Zahedan city. In order to analyze the data, the coding method was used. Lincoln and Cuban criteria were used to check authenticity and reliability. The results in the form of a paradigmatic model include the educational gap in the teaching program of the Holy Quran as a central category and causal conditions (a non-expert view of the curriculum of the Holy Quran), contextual factors (environmental-contextual factors), facilitating conditions. (behavioral support), limiting conditions (intra-organizational and extra-organizational challenges), strategies (organizational improvement and educational process) and consequences (lack of motivation and lack of learning Quranic skills) were organized.

The purpose of the present study was to discover and validate the application of the components of Rudolf Steiner's educational perspective in the primary school curriculum. This study benefits from an exploratory sequential mixed methods design. The research community of the qualitative section has been all of Steiner's available writings in the field of education, and in the quantitative section, were curriculum planning specialists, who were purposefully selected. Thematic analysis was used to analyze the qualitative part data and confirmatory factor analysis was used in the quantitative part. The results of the qualitative part indicated the identification of 30 basic themes, 6 organizing themesand one Global theme. The organizing themes include epistemology, three-dimensional "I", holistic and evolutionary view of humans, the correspondence between the existential dimensions of man and existence, the spiritual existence of man and its importance and the evolutionary process of consciousness. The quantitative part also showed the high validity of the mentioned model. Based on the results, in the curriculum of the elementary school, the anthropological view in education, using the dimensions and capacities of art and paying attention to the spiritual aspects of human education in creating harmony with existence has validity.

This research was carried out with the aim of designing a suitable model for preschool curriculum in Iran based on Bronfenbrenner's bio-ecological theory. The current research was exploratory and based on a qualitative research strategy. By using the comparative content analysis method, the dimensions and components affecting the design of this model were examined and a suitable curriculum was presented. The scope of the research included the review of all valid scientific articles and using the purposeful sampling method until reaching theoretical saturation. The findings of research showed that, in shaping of the research model, dimensions: macro-governance management, attention to informing families, proportionality of preschool programs with society's culture, educational opportunities, use of creative teaching methods, comprehensiveness of educational content and attention to the educational environment is effective. Then, based on the elements of Klein's curriculum, the model of preschool curriculum in Iran based on Bronfenbrenner's bio-ecological theory was presented.

Given the multicultural nature of Iranian society, and the multiplicity of lived ethnic experiences, the effective role of education in creating national harmony and solidarity among students of different cultures is undeniable. The purpose of this study was to investigate the place of lived ethnic experiences in the hidden curriculum of the first high school in Iran. The sampling method was purposeful and the qualitative method was phenomenological and the participants in the study included 20 teachers and 30 students from Fars, Azeri, Kurdish, Lor and Gilak in a high school in Tehran. In data analysis based on Smith method, the main themes appeared (cultural homogenization and attention to dominant culture, superficial thoughts about ethnic culture, educational inequality, alienation from cultural diversity, neglect of peaceful coexistence). Three confirmations and data referrals to participants were used to ensure the accuracy of the findings. Based on the findings of this study, it can be acknowledged that the place of lived ethnic experiences in the hidden curriculum of the first high school was unfavorable.

Recently, some mathematics education experts have acknowledged that incorporating cultural aspects into the curriculum has long-term benefits for students' academic progress in mathematics. It is believed that one of the reasons for students' disillusionment, anxiety, and failure in mathematics is the disuse of the cultural backgrounds around students themselves in the process of teaching-learning. Therefore, not paying attention to values, traditions, beliefs, language and habits, reflection of students’ culture prompted us to design mathematical problems in the field of digging qanat (aqueducts), which goes back to several thousand years ago in Iran. We tried to bridge the gap between students' formal mathematics and their culture and daily activities by using the mathematics which our ancestors used to solve their problems. Thus, we analyzed the data based on the theoretical framework of ethnic mathematics and using ethnography. The results show that our ancestors used mathematical works to solve their everyday problems and that incorporating their experiences into the mathematics curriculum could improve the teaching and learning process.

The purpose of the current research was to present the content framework of the curriculum for teaching the competencies of the best-loved self for the training of teachers. The content of the curriculum of best-loved self-included various skill, attitudinal and knowledge dimensions. The current research is a synthesis research design that was carried out with a qualitative approach, using a meta-synthesis method based on the model of Sandelowski and Barroso.44 research articles were retrieved from the database and 33 of these articles were used for research purposes. Based on meta- synthesis analysis, 93 codes,18 concepts and 3 dimensions were identified. The curriculum content of the teachers' best-loved self in three dimensions , attitudinal dimension (autonomy, mental awareness or present life, self-affirmation and ...), skill-practical (imagination Experiences, personal imagery, autobiography,...)and knowledge dimension( familiarity with social links and storytelling and narrative strategies, strategies self -promotion and development, knowledge construction and reconstruction strategies...) ,were named. Finally, based on the findings of the research, a content framework for teaching the competencies of the best-loved self of teachers was extracted, to be used by planners as a roadmap for content creation in the teacher training curriculum.

The purpose of this paper is to identify and explain the components of the virtuous teacher from the contemporary virtuous perspective of Carr which has been done by qualitative content analysis and inductive approach. In the process of moral education, he, while emphasizing the growth of character and virtues, believes teachers, as moral agents must have a wide range of values and virtues. The findings of this study showed that according to his views, the components of a virtuous teacher fall into three domains: personal character, educational character and social character. The core components of personal character are the appearances of a virtuous teacher; teacher beliefs; In the domain of educational character, the most important component is: of effective teaching; and in the domain of social character: of the components of Empathy with others; and responsibility were among the main components was identified. These results show a close and mutual relationship between all three domains of personal, educational and social character, and according to David carr, a virtuous teacher should behave in harmony with her professional life in her personal life.

The purpose of the present study was to investigate the challenges of mathematics learning of students in Alberoni University in Afghanistan. The approach to research was mixed method in which, eight mathematics instructors and 45 students voluntarily participated in, and the data were collected using semi-conducted interviews and a questionnaire with 14 items. to conduct. The data were analyzed using interpretive methods and descriptive statistics. The findings indicated that the main challenges of mathematics learning included national university entrance examination, outdated teaching material, shortage of instructors specializing in mathematics, students’ insufficient knowledge of mathematics prior to enrolling to the university, and the lack of reliable internet and library at the Alberoni University, and political and social situations of the country. Based on these findings, the study concludes that there is an immediate need to relook at the recruiting mathematics instructors, syllabus, teaching methods. As well, depicting a clearer professional future for students who will be teaching at high school. To do this, establishing “mathematics department” at Alberoni University is a must.

The purpose of this study was to evaluate the professional performance of novice teachers in Isfahan province by descriptive-survey method. The statistical population was 533 novice teachers in Isfahan province. 255 people were selected by random stratified sampling method. The research tool was a questionnaire based on Gharemani Fard and Seyyed Abbaszadeh's model (2017). The validity of the questionnaire was confirmed by experts and its reliability was confirmed with Cronbach's alpha coefficient higher than 0.8. Data analysis was done using descriptive and inferential statistics .The results showed that the average professional performance of novice teachers, in all nine components of the learning environment, classroom leadership, teaching planning and design knowledge and skills, teaching knowledge and skills and presentation Opportunities for learning, monitoring and evaluation and feedback in the classroom, knowledge and skills of using technology in the classroom, legal, ethical and professional responsibilities and knowledge and skills of professional growth and development of the teacher were above average; But it was far from ideal. The training of student teachers in Farhangian University as well as the training of novice teachers in the early years of service requires paying attention to quality and effective teaching standards.