Volume 9, Issue 43 (12-2021)
2021, __(43): 167-181 |
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Research code: A-10-2463-1
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akbarzadeh Z, fallah V, rasoli E. The neglected null dimensions of the curriculum obtained in the field of educational sciences from the point of view of new scholars of Farhangian University (A phenomenal study). Journal title 2021; 9 (43) : 7
URL: http://erj.khu.ac.ir/article-1-811-en.html
URL: http://erj.khu.ac.ir/article-1-811-en.html
1- azad university , zakbarzadeh53@gmail.com
2- azuniversityad
3- azad university
2- azuniversityad
3- azad university
Abstract: (6735 Views)
The purpose of this study was to identify the null aspects of the curriculum acquired at Farhangian University of Educational Sciences. The present research approach is a qualitative approach of phenomenology. The statistical population of the study consisted of neo-teachers in the educational sciences of the university in the academic year of 98-99. Purposive sampling continued until theoretical saturation. The study involved 16 (5 men and 11 women) neo-educators. In-depth semi-structured interviews were used to gather information. Seven stages of Colaizzi method were used for data analysis. The findings of this study were finally presented in 7 main themes (Lack of practical training in the document of fundamental change, lack of Islamic professional identity of the teacher, lack of how to cultivate creativity, lack of content knowledge, lack of pedagogical knowledge, lack of sociological knowledge, lack of knowledge of Islamic psychology, lack of eclectic art) or The same dimensions and 23 components were finally presented in the form of a concept map. Paying attention to this concept map can be a point of reflection for those involved in the curriculum of educational sciences to rethink the curriculum of Farhangian University.
Article number: 7
Type of Study: Research Paper |
Subject:
Educational Programing
Received: 2020/04/26 | Revised: 2023/11/21 | Accepted: 2022/04/19 | ePublished: 2022/05/1
Received: 2020/04/26 | Revised: 2023/11/21 | Accepted: 2022/04/19 | ePublished: 2022/05/1
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