فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 81 (تابستان 1403)

The present study aimed to design a model of factors affecting the workplace curriculum based on learning management. The approach of the present study was qualitative-theoretical research. The participants of the study included experts and specialists in the curriculum field. To determine the samples, a purposive non-random sampling method was used, and 20 people were considered as the sample size using the saturation principle. The research tool was a semi-structured interview. In order to determine the validity of the tool, qualitative research quality criteria were used and approved. Regarding the factors affecting the design and development of the workplace curriculum based on learning management in the Ports and Maritime Organization, the results of the study showed that managerial factors, organizational factors, individual factors, and educational factors are among the effective factors. Also, the learning management paradigm, compared to educational management, includes the components of effective learning, knowledge orientation, attitude, and organizational factors. The principles and assumptions of the workplace curriculum model based on learning management, including the components of curriculum axes, developmental factors, values, and characteristics of the curriculum based on learning management, including the components of intrinsic characteristics, learning characteristics, and environmental characteristics, were identified.

This research aimed to Curriculum development of self-efficancy for higher education. we used a qualitative method based on content analysis of a comparative category system. In this research, we analyzed data based on three procedures of open coding, axial coding and selective coding. All available printed and un-printed material related to psychological resources constituted our general concepts by using open coding and then, the obtained concepts were classified. The results showed that the identified targets for self-efficiency included 5. Self-confidence, Daring, Individual management, Commitment to goals, Self-regulatory. The obtained content in curriculum of included 5 components: Paying attention to the content of cognitive distortion concepts, learn how to manage emotion, Self-esteem skills training, Teaching a set of reciprocal responses in stressful situations, Acquisition of the ability to objectively analyze existing information. The results also identified 4 components for teaching methods of self-efficiency: Role play, active method, stable documents, observational learning, Brainstorming, and modeling. For evaluation of self-efficiency, we obtained 7 components: Assessment of individual growth, self assessment, Evaluation of performance and reactions, Evaluation of individual judgment, Evaluation of intellectual strategies, Evaluation of appropriate performance metrics, acceptance of measurement by others. According to the obtained results and the importance of self-efficiency in educational, occupational, and social life, focusing on "self-efficiency" is necessary in order to promote and develop the psychological resources in higher education's learners

The purpose of this article is to investigate the mentality and perception of student teachers about the logic of internship lesson 4 among elementary education students of Zainbiye campus in Tehran cities (with a sample size of 18 people) in the second semester of the academic year 1401-1402 using the qualitative method-case study which is used to analyze and Thematic analysis method was used for data analysis. According to the findings of the research, the three components of curriculum redefinition, creating the art of teaching and pragmatism in student teachers are the central core of the mentality and imagination of student teachers in the field of elementary education from internship lesson 4. According to the mentality and imagination of student teachers, "curriculum" needs to be reconstructed and redefined according to the dimensions of "rebuilding standards", "flexibility", "closed prescription", "participation-oriented" and "providing in-depth analysis". The overarching theme of "creating the art of education" consists of two components: 1) teaching learning skills and 2) lesson research format. The overarching theme of "bringing science to practice", which is obtained from "application of science", includes three dimensions: 1) achieving original knowledge; 2) the challenge of science-oriented life and 3) the challenge of competencies. In the end, it can be concluded that the logic and mentality of the student teachers in the field of elementary education from the fourth internship course is based on the redefinition of the curriculum, the creation of the art of education and pragmatism in the student teachers.

The national curriculum document of Islamic Republic of Iran which is one of the most important subsystems documents of the fundamental transformation of educational system that is macro plan curriculum and national curriculum framework to reach to the highest and best levels of nafs motmaenah by better use and understanding of chances to reach to human's pure life. This study has been done by analytical and descriptive approach that tries to identify, criticize, analyze, and review the intended indexes by attributive method and critical method. In this document, the bases, the principles, the approaches, the goals of training and education fields, the prevailed principles of evaluation, the strategies of teaching and learning, creating learning materials and media, structures, intended policies, and administrative requirements have explained. This study discusses about all of the sections of national curriculum document and analyses the sections of national curriculum document and also evaluates the comprehensiveness, precision, consistency, and the relationship between intended content and other different issues that exists in the national curriculum document.

This study aimed to analyze the position of curriculum ideologies (religious dogmatism, rational humanism, progressivism, critical theory, reconceptualism, and cognitive pluralism) among Iranian teachers and to investigate the impact of demographic factors (gender, educational level, and teaching experience) on their ideological preferences. The participants were 545 teachers employed in public and private institutes who completed the Curriculum Ideologies Profile (CIP) electronically through a Google Form. The results showed that progressivism was the ideology most highly valued by Iranian teachers, while religious dogmatism was ranked the lowest. Additionally, the findings indicated significant positive correlations among the curriculum ideologies. The strongest correlation was observed between progressivism and reconceptualism, while the weakest was between religious dogmatism and rational humanism. Although no significant gender-based differences were found in curriculum ideology preferences, teachers' educational level influenced their evaluation of the value they placed on all curriculum ideologies. Teachers with bachelor's or master's degrees rated the value of all ideologies higher than Ph.Ds. holders. Moreover, teachers with more teaching experience valued cognitive pluralism the most, while those with less experience tended to be more inclined toward progressivism.

This study aimed to design a multicultural curriculum model based on Bronfenbrenner's ecological theory for secondary education. The research followed an exploratory and qualitative approach, employing deductive content analysis to examine domestic and international studies over the past 20 years. Samples were selected purposefully based on theoretical saturation, and intercoder agreement was estimated at 0.92. Data were analyzed using thematic analysis. Findings indicated that designing a multicultural curriculum should align with Bronfenbrenner’s four ecological levels: microsystem, mesosystem, exosystem, and macrosystem. At the microsystem level, emphasis is placed on respecting cultural differences, fostering multicultural identity, and enhancing peaceful coexistence skills in students’ daily interactions. The mesosystem highlights family-school collaboration, participatory educational programs, and cooperation with social institutions to promote intercultural approaches. The exosystem focuses on government support, funding for multicultural education resources, and the role of media in reinforcing cultural values. At the macrosystem level, the impact of educational policies, social justice, and the acceptance of indigenous and minority cultures is emphasized. Accordingly, the proposed multicultural curriculum model, structured within Klein’s nine curriculum elements, includes objectives, content, teaching-learning strategies, instructional materials and resources, learning activities, student grouping, space, time, and assessment. This model, by integrating ecological levels with curriculum elements, offers a comprehensive framework for multicultural education, fostering intercultural interactions, cultural diversity acceptance, and sustainable social development in the education system.

Considering the importance of positive teachers in improving academic performance, creating positive motivation, increasing self-confidence, and providing constructive education to students, this study aimed to design a positive teacher educational model using data-driven theory. The research method is applied in terms of purpose and qualitative in terms of data collection and analysis and is based on grounded theory. The research area in the qualitative section included all female teachers of the second high school (10th grade) in Tehran in the academic year 2019-2020, of which 19 were questioned using theoretical sampling. The criterion for selecting individuals was their expertise, experience, or published work in the field of education. The data collection tool was a semi-structured interview, and the data was collected after interviewing the teachers based on the principle of theoretical saturation. The duration of each interview was 50-70 minutes. The interviews continued until the interviewee did not provide the researcher with new information and merely repeated previous information, thus achieving theoretical saturation of the data with 19 interviewers. To determine the validity and reliability of the data, participant review and review by experts not participating in the research were used. The results of data analysis in three stages of open, axial, and selective coding indicated 14 categories and 102 open codes, which reflected the positive teacher model in the form of a paradigm model including causal factors (supportive atmosphere for teachers by the school and parents, resolving teacher concerns), contextual factors (teacher expertise and mastery, satisfaction and interest from teaching), intervention factors (school infrastructure, economic problems), strategies (constructive and two-way teacher-student interaction, creating motivation and hope in students, involving students in learning, flourishing students' creativity and talents, encouraging students), and consequences (students' peace and security, developing moral and thinking skills, developing emotional intelligence and competence). The positive teacher model is used as an appropriate model for teachers and to help solve students' problems in school and in double classes. It is also suggested that education officials and stakeholders directly promote teachers' positive characteristics by holding positive teacher training workshops for them.

The aim of the present study was to understand the lived experience of primary education teachers in the first grade on the caring approach. This qualitative research was conducted using the phenomenological method. The sampling method was purposive (criterion-based). Data were collected by interviewing 18 elementary school teachers working in public schools in Karaj city who were willing to participate in the research and attended sessions where the basics of caring were explained by the researcher. The research was conducted in the academic year 1401-1402.. The data collection tool was semi-structured interviews. Data were collected by interviewing 18 teachers who had implemented the caring approach in the classroom. The data analysis method was conducted using thematic analysis. To ensure the validity of the research, Lincoln and Guba criteria were used. The analysis of the interviews revealed 1 comprehensive theme, 5 organizing themes, and 23 basic themes. The results of the study indicated that the effective items in the caring approach in the classroom include fostering students' responsibility, fostering a sense of respect for differences, fostering students' character, deep attention and a sense of accountability for others, concern for strangers, altruism, increasing the sense of belonging to others, the use of indirect teaching, the use of student-centered teaching, the use of dynamic and flexible teaching, providing an empathetic atmosphere in the school, the existence of intra-school communications, positive communication with each other, protecting relationships with others, paying attention to the emotions caused by the classroom environment, paying attention to the emotions caused by the school environment, emotionalism and compassion, empathy, sympathy, increasing emotional competence in students, a compassionate view of others, attention to collective and individual emotions, and compassion for oneself.

The present study was conducted within the framework of critical discourse analysis with the aim of identifying the place of the citizenship education curriculum in the Iranian education system in five discourses of “sacred defense, construction, reforms, justice-centeredness, and moderation” after the Islamic Revolution. In this study, the data collection method was documentary and library research. The sampling method was purposive sampling, and the historical period studied was from 1360 to 1400 in five main discourses after the Islamic Revolution. To answer the research questions, texts and documents related to the category of citizenship education in the time periods of the five discourses were analyzed using Norman Fairclough’s method at three levels of “text description,” “analysis of production and interpretation processes,” and “explanation of social context.” The research findings indicate that serious and contemporary signs of citizenship education components are not found in the curriculum of the education system of the discourses of sacred defense and construction. However, in the curriculum of the three education systems of recent reformist, justice-oriented, and moderate discourses, attention to citizenship education has grown significantly, although in each discourse, some elements and components of it have been neglected. The education system has been unable to present a balanced and comprehensive picture of citizenship education during various discourses and has not been able to shape citizenship behaviors in students in a desirable way. Therefore, providing the necessary conditions for paying more attention to the various dimensions of citizenship education in the curriculum of the education system seems necessary.

The aim of this study was to investigate how to plan curriculum during coronary heart disease, based on the opinions of teachers in Shush. This research is applied in terms of purpose and in terms of data collection method, qualitative and based on phenomenological approach. The population of the study participants includes teachers and managers of Shousha city, which was selected using theoretical purposive sampling method of 21 people. Data collection tools included semi-structured interviews. Claizey (1978) seven-step coding method was used to analyze the data. Findings of this study according to pre-determined goals, including the role of the Ministry of Education, Khuzestan Education Department, Shush Education, principals, teachers, parents, students, social networks in planning During coronary heart disease, as well as the tools and facilities required during this period and the limitations and challenges of planning during the coronary period are identified. The results showed that with the outbreak of the coronavirus, the Ministry of Education started distance and part-time planning and education. Teachers, as the main executors of the curriculum, have had a significant impact on planning during the Corona period and play a fundamental role in the quality of teaching and learning for students