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This article engages the reader with a critical and challenging issue in teacher education domain. The issue chosen is the structure of the program which extends itself quite naturally to the issue of implementation in terms of institutions involved. The author argues that although there is no definite answer to the question of which pre-service teacher education program assures training of effective teachers, a viable teacher education curriculum should consist of four elements, together forming an image of a square. The four elements are described as: content (disciplinary) knowledge component, general educational knowledge component, content specific professional knowledge coupled with practicum and induction, which refers to a one year monitoring and coaching of novice teachers. The four-sided program needs to be implemented in a cooperative spirit which involves the higher education sector and public education sector, thus depicting a cross-sectoral picture of the task of teacher education. The first two components come naturally under the expertise of universities and the last two are components for which the public education sector is better prepared. The implementation scheme discussed in the article presents a serious challenge to the current thinking and policy direction in Iran which has recently rested the case for teacher education by awarding all the responsibilities to the public education sector and exempting the higher education from performing any meaningful role in this respect. The policy has manifested itself in the 2012 enactment of a legislature authorizing the establishment of a single university run by ministry of education to assume the full responsibility for teacher education.

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Abstract: The crisis of identity has been coupled with the field of curriculum studies. Despite the considerable quantitative expansion that the field has experienced in recent decade the academic borders are not yet clear and concise. Such indeterminacy, although is uncomforting at times, but it can be made into an opportunity providing the bedrock for creative suggestion of new accounts and pluralism with respect to identity. In this article the behavior of the administrators of the education system with reference to the deployment of curriculum knowledge in setting the stage for proper decision making has been made subject to criticism. The author emphasizes that such treatment is not justified even at the time of such identity crisis and that the graduates can offer worthwhile contributions to policymakers. What follows, then, is an explanation of the expectation that administrators could have from the scholars and specialists of the field. This expectation is expressed within the fundamental responsibility of the academic community to renew the educational programs defined for preparing future specialists. The point is that by attending to such professional responsibility, the crises of identity could be resolved (or ameliorated) and specialists with a more pronounce professional identity could be made available to policymakers. At the end, what is referred to as the map for plural identity has been suggested which identifies the spectrum of identity options available to curriculum specialists. An exemplary framework for a doctoral program consistent with the map is also attached to the article.
 

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Abstract: In this paper, effort has been made to investigate the capabilities of curriculum as an academic discipline (CAD) and the question to be answered was whether curriculum could be seen as an academic discipline? This question has been answered in two parts. In the first part, the criteria of scientific disciplines were presented from the perspective of experts and after extracting the agreed criteria, they have been explored in CAD. In the second part, various classification of academic disciplines were presented, then disciplines that are congruent with CAD have been identified and linked with it. Discussions of part two have led to this result that curriculum is a soft, alive and functional discipline. This discipline has philosophical, social and organizational perspectives. In summary, three views were discussed. Two of these three points of view imply that education and curriculum are not considered as an academic discipline. At the end, the definition of curriculum as an academic discipline has been presented.

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This study aimed to examine the effects of integrating humor into math curriculum on mathematical creativity of sixth grade students in primary school. The current paper reports the results of the quantitative section of a larger study conducted through a mixed methods design. Mathematical creativity of students based on their performance was measured after the implementation of the researcher-developed package that included humor-integrated math content generated based on the concepts of sixth grade math textbook. Pre-test and post-test results showed that integration of some elements of instructional humor with math concepts can have positive effects on math creativity of the students. Suggestions are the development of humor-integrated curricula packages based on needs and requirements of the learners as well as the subject matters.

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“Powerful Knowledge” is the main concept in Michael Young’s Knowledge-based curriculum theory. For more than 4 decades, he has been developing a variety of educational Ideas under the shadow of the concept. This paper tries to take out its implications for Curriculum theory, by reviewing most of annotated bibliography which was published by Young. The paper also covers some remarks and critiques on the concept and reflects them in a classified manner, and making inferences from them to conclude the most important implications of the concept for theory and practice.

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The purpose of this phenomenological study was to examine eight teacher students’ experiences in using the reflective narrative journal in the process of their Practicum.  Specifically, this study focused on capturing the essence of the experiences related to reactions, feelings and thoughts about the reflective narrative journal entries in Practicum process. Qualitative analysis revealed that reflective narrative journal for student teachers encompasses the progress of personal, professional knowledge, mental discipline, context to link theory with practice-world, professional interaction development with others, self-awareness from their development process.In addition to those, It endeavours Side effects such as empowerment in writing. 

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The main purpose of this study was to compare the performance of grade-skipped students with their peers in mathematical reasoning and applying. In this study, gender and mathematical self-concept were considered as effective variables. This study was a part of a longitudinal study.  The data analysis was performed through repeated measurements and the results showed that in applying math concepts, grade-skipped students outperformed their peers. However, there was no significant difference between grade-skipped students and their peers regarding the reasoning; although the 4th-grade students are better than the 3th-grade. The girls and boys showed the same function on applying, reasoning and between grade-skipped students and non- grade-skipped. Mathematical self-concept was also similar in three groups. It seems that grade-skipping does not have negative effects on math performance. Of course considering other academic contexts, emotional and social aspects and pursuing the effects of acceleration in long-term is necessary for informed decision-making in the field of grade-skipping.

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The objective of this research is study the role of intercultural education through bicultural art experience for improving intercultural competence. For this, a phenomenological qualitative study designed aimed to introduce different aspects of Persian culture among 9 years old Brazilian children. It contained four steps: making interest, comparing two cultures, experiencing bicultural art creation and evaluating its durability. Triangulation of data as a method kind was used for the validity and reliability. Results indicates the influence of art experience on improving cultural understanding. Furthermore bicultural art experience was effective on shifting from denial stage, decreasing polarization significantly. It also increased the ability of minimization and acceptance. Finally, art experience caused durability of intercultural understanding among children.

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The purpose of this study is understanding the Personal Practical Knowledge (PPK) of teachers which has been done through qualitative method. Understanding PPK helps us to understand why teachers act in a specific way. In this regards, reflecting on their personal and professional narratives also help to improve their practice. This study was conducted along with 13 teachers in a non-profit primary school in Tehran. The results of the study indicate teachers’ rich knowledge of factors affecting success of the teaching profession. However, the data obtained from the observations show the difference between what the teacher describes as a successful teacher and effective teaching, and what happens in their practice. The dynamic and contextual nature of the teacher's knowledge and the different meanings and interpretations of similar experiences and events and absence of reflection are the factors that cause this differences.

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The article aim is theoretical clarification of reflective narrative writing as a professional development approach in student teacher internship curriculum. Method: meta interpretation is used in order to percept the relation between reflective narrative writing and professional development in three Steps: first, reflective narrative writing literature was reviewed to identify theoretical lenses. second, studies that suggest theoretical models on issues such as; »reflective«,»reflective practice«, »reflective narrative writing«, »professional development« were chosen and their findings were analysis conceptually.third, the excluded concepts were categorized in epistemological paradigms of previous lenses. Findings show  the conceptual findings of theoretical models on four above issues are blanketed in notable aspects (about towleve concepts).Also, both reflective narrative writing and professional development are  kinds of individual and collective learning. Providing a conceptual framework and comparing it with internship curriculum plan of Farhangiyan university are the study results.
 

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The purpose of this study was to design, implement and evaluate e-learning based on the third and fourth Paradigms of Kashman's theory. The research method was quasi-experimental and mixed (qualitative and quantitative). The statistical population of the undergraduate students of Shahid Beheshti Medical Education Faculty of Tehran was selected by sampling method available to students of medical education. The data collection tool was a questionnaire of satisfaction, motivation and period test. Their reliability was calculated 86%, 86% and 83%, respectively. The quantitative and qualitative data were analyzed using multi-variable covariance analysis, Tukey post hoc test and maxquda12 software. The results of this study showed that the effectiveness of the design was based on the third and fourth paradigms in comparison with the existing methods from the viewpoint of the students of the medical education faculty in all three variables of development, motivation and satisfaction.
 

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The main purpose of this study is investigating the internal consistency of the electrotechnical field curriculum in technical and vocational branch from the view point of stakeholders. This study is practical in purpose and is done using the quantitative method. The statistical population includes all of the educational manager, teachers and students of electrotechnical field in Yazd province. A census method was used to select the sample. In order to gather data, the researcher-made questionnaire was used. The questionnaire validity and reliability was respectively confirmed by CVI index and Cronbach's alpha coefficient. Eventually Data were analyzed using descriptive and inferential statistics. Tottally, according to Kessels theories in curriculum internal consistency and study findings, the electrotechnical field curriculum does not have the necessary internal consistency and some measures were proposed to increase it accordance with Kessels theories.

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The aim of this study is to represent the components of national identity in the content of Persian textbooks in primary education that the qualitative content analysis method with inductive approach has been used. Using purposive sampling method, all Persian textbooks of elementary course were analyzed. The findings of this study were 6 main categories in the Iranian dimension and 13 categories in the Islamic dimension, which indicates that the prevailing ideology in the form of dominant discourse has been effective in writing books. Also, considering that the context of the studied books is Persian in terms of content, and should deal with Persian literature related to Iran, but this rich literary background has been marginalized. Representation of Islamic dimension indicates the predominance of Islamic identity and the special importance of this dimension of identity; therefore, national identity has lost its balance and has been exposed to ideological bias.

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The purpose of this article is to design a personalized lesson plan based on conceptual art in elementary school. From the point of view of conceptual art (from postmodern arts), educationand curriculum is a completely personal and situational matter. Using synthetic research method, the ideas and sources related to conceptual art were examined and the nine main categories of conceptual art identified included: social, political and cultural issues / critical approach / multicultural / creativity / audience interaction / global and indigenous dimension / biological issues Environmental / Variety in media technique. To realize a personalized curriculum, the concepts are: "style, how, level, content, teaching strategy and method, media, evaluation, time and place." Accordingly, an attempt was made to provide a model of combining the basic concepts of conceptual art in the general form of personalized curriculum, which has reached the final approval of the curriculum and conceptual arts experts.

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The purpose of this study is to design an educational program using dialogic education approach to cultivate the aesthetic perception of student teachers using A/r/tographical learning tasks.The research was a qualitative one and opted for normative method consisting. Finally,11 learning tasks were developed.

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The purpose of this article is to evaluate the effectiveness of three methods of lecturing, storytelling and creative creative participation in learning spiritual heritage education such as chronological concepts focusing on Iranian celebrations and ceremonies for third grade students of Tehran Spectacular Museum. Exam and post-test and the statistical population of all primary school students visited the museum. From this statistical population,90 male and female students were randomly selected in the form of experiments (lecture group as a control group and two groups of storytelling and creative participatory drama as Experimental groups) were compared. Two-factor analysis of variance was used to analyze the data and test the research hypotheses.The results of this study showed that there is a difference between the three methods of teaching storytelling, participatory creative acting and lecturing on learning intangible heritage (Calendar). There is also a difference between girls and boys in learning intangible heritage (Calendar).

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The main purpose of this research was to investigate the barriers, facilitators, and continuance of implementing a creative instructional method (Collaborative prototyping of digital educational games using design thinking). This study employed a phenomenological study as a qualitative research method. The data were collected using a semi-structured interview. Participants included 20 teachers that have experienced the method mentioned above in their class teaching in primary schools. An abductive content analysis was conducted to determine the main and sub-categories. The identified barriers and facilitators were categorized according to the stages of the design thinking process: empathy, definition and idea generation, prototype construction and evaluation. Regarding continuance factors, six categories were identified: learning and instructional activities, content organization strategies, game conditions, teacher-related factors, student-related factors, and evaluation-related factors. Future research suggestions were discussed in light of the study findings.