نشریه پژوهش در مطالعات برنامه درسی
سال سوم شماره 1 (پیاپی 4، بهار و تابستان 1402)

The aim of this research was to Impact Of Implemented curriculum On Student-Teacher professional self-efficacy Course of Educational Sciences, Isfahan city Farhangian University points of view.

The research method was descriptive-survey. Statistical sample were 241 Student- Teachers who selected through stratified random sampling from relating to Course of Educational Sciences. The data were gathered through a 72-item researcher made the questionnaire. The questionnaire content and formal validities were admitted by university professors. The reliability of the questionnaire was 0/977 Cronbach`s alpha coefficient. The obtained data were analyzed by single sample T-test, t for two independent samples, variance analysis (F), and LSD.

The research findings showed that professional self-efficacy (p=0/001, X ̅=6/55) and its components such as cognitive (p=0/001, X ̅=6/08), emotional (p=0/001, X ̅=7/40) and behavioural (p=0/001, X ̅=6/18) were above the average.

The finding indicated that there were significant differences between professional self-efficacy mean scores relating to respondents views in the different year of entry to University but there was no difference between mean scores regarding sex, the course of study.

The purpose of this study is to ranking the purpose of the curriculum in Distance education from the perspective of faculty members of Payame Noor University of Fars Province.

In this research a descriptive-analytical method with a mixed approach was used. In this regard, after interviewing 12 subject experts and saturating the data, a researcher-made questionnaire with content validity and reliability (Cronbach's alpha = 0.94) was prepared and provided to the professors electronically. The Sampling of this research in the qualitative part is Targeted and randomly in the quantitative part, and 109 people responded Friedman test was used to ranking the purposes of the questionnaire.

The result showed that the organization of textbook, tests and their coordination with the provided frameworks, paying attention to the needs of society, prioritizing and implementing information and communication technologies to help and Facilitating learning should be a priority. Given that the average of all items is higher than the hypothetical average of 4, all objectives are important for explaining the new curriculum.

The results of the research show that in order to explain the Purpose of the curriculum, it is necessary to act according to the needs of the society and move the Purpose to a path that can strengthen the technological skills of professors and students. In addition, by formulating appropriate goals, he took an effective step in achieving the skills of the 21st century.

The aim of the research is to compare the educational consequences of patriotism and its components in Ferdowsi's Shahnameh and Islamic teachings.

This research was done with a qualitative method and document analysis type.

In the findings section, first with the topic of patriotism, we will examine some components in Ferdowsi's Shahnameh, including; Love for the homeland, paying attention to the fate of the homeland and being sensitive to it, defending the homeland, creating a sense of patriotism and pride for the homeland, making sacrifices for the sake of the homeland, creating a positive feeling towards the homeland and the freedom of the people of the homeland. Also, in the section of Islamic teachings, components such as the security of homeland, city and life, defense of the homeland, sensitivity to the land, the inherent value of the homeland, patriotism, the importance of security and prosperity in the homeland were examined, and at the end, the differences and adaptations were examined. The similarities between the view of the Shahnameh and Islamic teachings were discussed in connection with the discussion of patriotism.

As a result, inspired by the findings obtained, by introducing the new generation to their national and religious values, the best solution can be presented to preserve the zeal and honor of the homeland, and to protect the soil and the homeland in the new generation; Therefore, one of the goals of this research is to provide theoretical content for use in elementary and secondary school textbooks.

Teaching religious subjects is not just transferring information and a religious teacher should be a practical example of religion and ethics for students. It gives pictures and students will be trained without desire for religion. Teaching religious subjects is not just transferring information and a religious teacher should be a practical example of religion and ethics for students. It gives pictures and students will be trained without desire for religion.

The method of this research is documentary and the data is collected from textual sources.

The main findings of the research are: the exemplary aspect of the teacher of religious courses, preventing the formation of a negative image in the student's mind about religion and religiosity, awakening the student's right-oriented nature, honoring the student, avoiding the expression of unsubstantiated or unsubstantiated material and avoiding speculative answers. To religious questions of students and regulation of behavior based on the golden rule of ethics.

In this research, the teacher of religious studies has been viewed both as a role model and as a person who has specific organizational obligations. In this research, the duties and responsibilities of the teacher as a citizen, as a teacher, and as an educator of beliefs, ethics, and religious rules have been examined.

Studying curriculum planning approaches helps educational planners design more effective programs that cater to the needs of students. The aim of this research is to examine the recent developments in curriculum planning approaches and their role in education and upbringing.A systematic approach was employed for this purpose. Sample research resources related to the research topic were selected to provide the researcher with the best available information in line with the research question. After reviewing these resources, the researcher analyzed the information, categorizing them based on their influential and adaptable roles in relevant domains. These categories were divided into titles such as principles and ideologies underpinning modern curriculum planning developments, theories and models, changes in educational policy, types of modern curriculum planning approaches and derived teaching principles and patterns, developments in assessment and evaluation, and challenges arising from these changes.The findings have demonstrated that the performance of curriculum planning approaches is influenced by the historical, cultural, and social context, and modern curriculum planning approaches are moving towards a responsive approach within the societal framework.in order to respond to the new developments in the field of education, curriculum planning needs to be adjusted to align with the changing needs of society.

This research was conducted with the aim of investigating the level of satisfaction of skill students in Article 28 of the curriculum of the second-service course of Farhangian University. The type of research is a survey according to the practical purpose and the method of doing it. The statistical population was all the skill learners of Article 28 of elementary teacher training course in Kohgiluyeh and Boyar Ahmad province, who were undergoing a skill training course in 1401 in Shahid Izadpanah campus of Yasouj. Due to the small size of the statistical population, all of them, 50 people, were selected to conduct the research. The data collection tool was a researcher-made questionnaire based on a five-point Likert scale, the content validity of which was approved by 5 experts, and its reliability was obtained based on Cronbach's alpha coefficient of 0.892. The resulting data were calculated using SPSS statistical software and analyzed at the level of descriptive statistics. The results showed that the teachers are not satisfied with the implemented curriculum of the skill training course. This dissatisfaction was more in the dimension of methods, implementation and educational strategies of the curriculum.