Zahra Akbarzadeh, Vahid Fallah, Esmat Rasoli,
Volume 9, Issue 43 (12-2021)
Abstract
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.
Farzaneh Michaeeli Manee, Behzad Arzhangi, Sheler Abkhiz, Negin Akbarzadeh, Yangje Fereshteh Rostamzadeh, Ghalilo Amirmohammad Ashrafi,
Volume 13, Issue 47 (2-2024)
Abstract
This research was conducted with the aim of investigating the relationship between Machiavellianism and honesty-humility traits on academic dishonesty with the mediating role of moral relativism among students of Urmia University Faculty of Literature. This research was correlational. The statistical population of the present study was all the students of Urmia University Faculty of Literature, 327 of whom were selected by cluster random sampling method. In order to collect data, Mach 4 questionnaire, Hexaco personality questionnaire, academic dishonesty questionnaire and moral relativism questionnaire were used. The data was analyzed using SPSS software and the fit indices of the extracted model and the research model were confirmed. The results showed that the direct effects of Machiavellianism on moral relativism, honesty-humility trait on moral relativism, Machiavellianism on academic dishonesty and honesty-humility trait on academic dishonesty are significant. But the effect of moral relativism on academic dishonesty is not significant. Also, the indirect effects of Machiavellianism and the trait of honesty-humility with the mediation of moral relativism on academic dishonesty were not significant either. Therefore, it is possible to prevent academic dishonesty in students and reduce it by providing educational programs based on Machiavellianism, honesty-humility.
