Showing 6 results for Farhangian University
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Volume 5, Issue 9 (9-2017)
Abstract
The aim of the present study is to design and validate the narrative inquiry curriculum for professional development of student-teachers in Farhangian university. The model of narrative inquiry curriculum is grounded on the theories of Dewey, Bruner, Schwab, Vygotsky, Donald Schön, Clandinin and Connelly. In this model, learning is a reflective practice and experience-based practice. The student- teachers make sense meaning through thinking and reflection on self-experiences of themselves and the experiences of others; They actively learn, acquire knowledge, skills and attitudes through narratives and enhance their professional development. In this study, two main questions were addressed: 1.) What characteristics have a model of narrative inquiry curriculum for professional development of student- teachers? 2.) Is this the model is validated? To answer those questions, a descriptive-analytical method was employed. The model was designed and validated by 20 curriculum experts and teacher- educators. A high percentage of professionalsthe experts, assessed the model and its different parts of it as appropriate.
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Volume 6, Issue 12 (3-2019)
Abstract
The purpose of the study is to examine the effect of demographical variables on pre-service Teachers’ epistemological beliefs. This study carried out via quantitative approach and with the help of survey research method. The population is all the education pre-service Teachers in Shahid Hashemi Nejad Campus in Mashhad(562 people) in the academic year 2016-2017.The sample was selected based on Morgan Table (228 people) and the method of random classification sampling was used.Data were gathered through Epistemic Beliefs Inventory (EBI).The results revealed that pre-service Teachers’ epistemological beliefs are at the rather high level.There is no significant difference between pre-service Teachers’ academic year and their epistemological beliefs but there is a significant difference between pre-service Teachers’ marital status and their epistemological beliefs.Again there is no relationship between the academic achievement of pre-service Teachers’ and their epistemological beliefs.
Mr. Mohammadhosein Safaei, Dr. Yahya Ghaedi, Dr. Saeed Zarghami Hamrah, Dr. Susan Keshavarz,
Volume 8, Issue 16 (9-2020)
Abstract
The present study, with an analytical study of the elements in the teaching staff of Farhangian University, has compared it with the two faculties of educational sciences of selected universities.The purpose of analyzing the conceptual structure of Farhangian University teacherchr('39')s portfolio and comparing it with selected universities is to examine the strengths and weaknesses.This research was described, interpreted, adjacent and compared based on George L. Bradychr('39')s method and the differences and similarities of these statements were examined and analyzed.Conclusion: The basic and general structure of Farhangian University teacherchr('39')s portfolio, including educational goals, teaching and evaluation, as well as continuous evaluation of the teaching philosophy statement for continuous and continuous learning, show fundamental differences. , Teaching, applying and compiling a comprehensive guide for students to better and more accurately implement the teacherchr('39')s work.
Mr Meysam Gholampour, Phd Hadi Pourshafei, Phd Maghsoud Farasatkhah, Phd Mohsen Ayati,
Volume 8, Issue 16 (9-2020)
Abstract
The purpose of this study is to investigate the current status of the curriculum for prospective teachers’ moral education. This research was conducted implementing a qualitative approach and using grounded theory. The statistical population includes all the agents involved in designing the curriculum of moral education of prospective teachers who were selected through criterion based purposive sampling. Data were obtained through semi-structured interviews with ten would-be teachers, three graduate students of the university, eight professors of moral education courses, four supervisors and three deputies and cultural affairs officials of Farhangian University. The city of Birjand was collected. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Cuban criteria were used to ensure validity and reliability
Marziyeh Motamedi Mohammadabadi, Ahmadreza Nasr Esfahni, Bibi Eshrat Zamani, Abbas Assadi,
Volume 10, Issue 19 (3-2022)
Abstract
The purpose of this study is to develop framework for the media literacy curriculum at Farhangian University. This research was conducted with a qualitative approach through interviews with 28 experts in three groups: communication science specialists, educational sciences and media literacy activists. Sampling was performed purposefully. Content validity was used to determine the validity of the interview and the data were analyzed by categorization method. According to experts, the goals of the media literacy curriculum include media studies, media management, critique and analysis skills, user ethics and media use. Content also includes concepts and generalities, media techniques, message critique, consumption pattern modification, ethics, and media usage. For this purpose, explanatory, problem-oriented, participatory-oriented, critical and workshop methods should be used for teaching, and observational, functional, project, test, self-assessment and self-evaluation methods should be used. The obtained framework can be the basis for designing a media literacy curriculum at Farhangian University.
Majid Salehi, Marziyeh Dehghani, Mohadeseh Khattat,
Volume 11, Issue 21 (3-2023)
Abstract
The aim of this study was to analyze the views of graduates and students-teachers about the redundant curriculum in primary education. The approach of qualitative research and its method is content analysis. Sampling was purposeful and 18 people were selected to participate through semi-structured interviews. Findings show that parts of the curriculum content of this field are redundant and inefficient due to their theory, repetition, obsolescence, inappropriate source, disproportion of optional and compulsory courses, which are the most The frequency of redundant courses is also related to general courses and Islamic education. Also, parts of the curriculum are considered redundant due to learning experiences, with participants pointing to the role of teacher, student, and assessment. The results showed that in terms of content, it is necessary to remove parts of the general curriculum and allocate them to specialized and specialized-educational courses.
