JOURNAL OF THEORY AND PRACTICE IN CURRICULUM
Year:2020 | Volume:8 | Issue:15|Papers Count:12

In the new internship program for Iranian Teacher Educaton Courses, a key role for the "supervisor" has been taken into account. The supervisor is one of the main trilateral sides of the new human practice, which together with the "Teacher of the Guide" and "Student" takes on the role of stewardship of the other two elements. This paper attempts to recapture the experience of living masters of the Guide, which has experience in implementing all the internship programs (1-4) that participated in its first implementation, through an interview with 26 people in 11 Iran provinces. The basis of this is the image of the internship program. The experience of this group shows that internship programs have been "accepted" and have been able to help develop student literacy competences, increase the ability of guidance teachers, and even improve the knowledge of guidance professors. However, the implementation of the first part of this program is accompanied by problems of implementation and support, and the professors of the internship guide believe that "the new internship program should be maintained" and, in some respects, "be amended".

Curriculum theorizing is the methodology of the theory development. We recognize, two approaches to curriculum theorizing; explanation and understanding. Explanation resemble the processes of theorizing like natural scientist does and understanding is an approach to theorizing with its personal engagement consideration, uniqueness evolve from the complexity of and unrepeatable educational phenomena. In this article, two main ideas, objectivism-reductionism, subjectivism-mysterianism and a branch of the second idea so called; conceptualism are examined. It is discussed that all three ideas are corresponding with the explanation or understanding and so their deficiency in human life is determined. It is argued that neurophenomenology could be considered as a remedy for the fragmental deficiency and incompetence of the current dominant positions in curriculum theorizing. We called the neurophenomenology inspired theorizing as; "understanding explanation" and explain it in reference to the Varela's methodology of reciprocal constraints.

In this research we investigated female elementary students’ level of mastery over science and mathematics content and explained the nature of relationship between students’ level of mastery and learnability of content in elementary level science and mathematics. This research is mixed-method in nature. The quantitative analyses are based on correlation method, Structural Equation Modeling and comparing means. 914 female students of public senior elementary schools in Kashan were recruited. Minimum sample size determined by GPower software for each grade and students were selected by cluster random sampling method. The needed data for fourth and fifth graders were gathered through researcher-made cumulative tests; the data related to sixth graders were gathered through cumulative formal and standard exams taken from the students of this grade in the end of semester. Content validity of tests was verified by connoisseur teachers in each grade and was confirmed by structural equation modelling. The reliability of researcher-made tests was estimated around 0/77 to 0/86 according to Cronbach's Alpha coefficient. For explaining the quantitative findings, we implemented 9 interviews with experienced and expert teachers which were selected through purposeful sampling method. The interview questions were according to our findings in the quantitative part of the research. The main analysis revealed that students learning is significantly lower than the mastery level in almost half of the science syllabus and all of the mathematics syllabus. Teachers pointed out several factor in student’ s inability in mastering math and science content that learnability of the content of these subjects, as one of the most fundamental and influential factors, however, seems to require more attention.

The main question of this study is that: “ what are the reference characteristics of language arts curriculum in the first-cycle of Primary School on the base of theoretical framework and the related practices of some education systems in the field of language arts curriculum and instruction? ” The subsidiary question is that: “ from the viewpoint of Farsi language arts practitioners and language arts curriculum experts in primary school, which of these characteristics are valid and trustworthy for applying in developing the Farsi language arts curriculum in the first-cycle of Primary School? ” In the first step, a descriptive inquiry and research synthesis were conducted to study the theoretical framework and related experience and practices in a few education systems, including Japan, some states in United States of America and Finland. Based on the collected data, the reference characteristics of language arts curriculum in the first-cycle of Primary School and its consisted components are elicited.

In the new internship program for Iranian Teacher Educaton Courses, a key role for the "supervisor" has been taken into account. The supervisor is one of the main trilateral sides of the new human practice, which together with the "Teacher of the Guide" and "Student" takes on the role of stewardship of the other two elements. This paper attempts to recapture the experience of living masters of the Guide, which has experience in implementing all the internship programs (1-4) that participated in its first implementation, through an interview with 26 people in 11 provinces of the country. The basis of this is the image of the internship program. The experience of this group shows that internship programs have been "accepted" and have been able to help develop student literacy competences, increase the ability of guidance teachers, and even improve the knowledge of guidance professors. However, the implementation of the first part of this program is accompanied by problems of implementation and support, and the professors of the internship guide believe that "the new internship program should be maintained" and, in some respects, "be amended".

The present study aimed at identifying the challenges of “ descriptiveevaluation” program launched by theMinistry of Education in Iran in 2004, nationwide. The research was designedthrough employing qualitative approachand phenomenography to better understand the challenges which elementary teachers had with evaluationof “ mathematics” as one of the subject matters. The participants of the studyincluded 24 elementary teachers whovoluntarily participated in this study. Thedata were collected through semistructured interviews, a focus group andresearchers’ field notes and their interactive discussions about interviews and focus group. Four main categories ofchallenges were identified, includingpolicy-making, executive-education, conceptual and social-cultural. It is concluded that a clearer picture ofchallenges that elementary teachers encounter with this program while teaching mathematics needs to be presented. It is necessary for policy-makers and planners to find more rational solutions for these challenges.

Expanding the entrepreneurshipculture and courage and training moreentrepreneurial people as main sources of work and production in the immediate future are considered as undeniable necessities, which require a great focus on educational affairs. In this procedure, the technical-professionalschools have a critical role, based on their intended missions. The study aimed to provide a paradigmatic model in order to promote theperformance of technical-professional schools ofWest Azerbaijan province. The research method was qualitative based on grounded theory. Therefore, the systematic approach of grounded theory was employed along with comparative study, document inquiry, and research findings. Finally, triangulation of resulted data and semistructured interviews implemented. Samplingmethod was purposeful and continued until datasaturation that ended with 12 interviewees. Finally there was an appropriate model including six main categories with subcategories and concepts; the significance of factors such as: inward, outward and demographical changes, cooperative actions, individual traits, organizational, economic, and cultural facilitators, motivation and attitude, human resources, , work force, policy making, space and possibilities' challenges were confirmed. It is recommended to define the policies regardingproduction and fundraising in technicalprofessional schools more flexible and regard to local needs and facilities.

The aim of this study was toDesign, Implementation, Evaluation and comparison the e-learning course of medicaleducation based on Koschmann third and fourthparadigms. The method of this study was quasiexperimental and mixed (quantitative andqualitative). The statistical population included allMSc students of electronic courses in the Schoolof Management and Medical Education of ShahidBeheshti University of Medical Sciences inTehran. Using the available sampling method, 60people were selected as a sample and randomlydivided into three groups. Research data were collected using questionnaire of satisfaction, motivation, academic achievement test and interview. Data were analyzed in the quantitative part using multivariate analysis of covariance andTukey post hoc test and in the qualitative partwere analyzed and categorized using the analogical content analysis method of textsobtained from interviews. The results of researchin both sections on the one hand showed the effectiveness of designs based on the third andfourth paradigms compared to conventional method in e-learning course in medical educationin all three variables of academic achievement, motivation and satisfaction and on the other handThe results showed that the design based on the fourth paradigm was more effective than the design based on the third paradigm in the variables of academic achievement andmotivation. According to the obtained results, the design method for teaching (third paradigm) andthe method of teaching Computer SupportedCollaborative Learning (fourth paradigm) are considered as a new knowledge in providingeducation in electronic medical education courses.

The main purpose of this study is to explain the components of the curriculum for job empowerment of mentally retarded children. The applied approach is qualitative and research synthesis, which was done. The results of this study showed that the general objectives of teaching mentally retarded children can be categorized into four categories: the comprehensive development of mentally retarded children; the establishment of useful and effective relationships with others; the acceptance of social responsibility; the economic adequacy; and, consequently, the content of the curriculum content for children Subjective mental retardation was presented. Also, the results indicated that only one teaching method cannot meet the needs of the mentally retarded children in a comprehensive manner, so teachers could use different teaching methods and the method of functional measurement with the evaluation of effective reference criteria could be considered as the most effective method of evaluating the knowledge gained by these children.

The purpose of this comparative study was to evaluate Farhangian University internship program (intended program) from the perspective of global experience. For this purpose, the elements of this program were compared separately with the elements of the internship program of three countries, Australia, Canada and Singapore, and the collected data were analyzed. This study, which was carried out within a comparative framework and using the range model, in one phase and the inferential analytical method in another phase. The findings showed that the internship program of three countries including Singapore, Canada and Australia, have a lot in common regarding many elements; despite the cultural, geographical diversity. But data indicated a great distance between these three countries and the internship program of Iran (Farhangian University). These differences are very evident in the objectives, content, determination of the role and responsibility of tutors, the element of time and assessment.

In the new perspectives of the curriculum, informal and livedexperiences of students are as valuable as formal and planned experiences. The main purpose of this research is toexamine the experience and meaning ofgood life in the informal curriculum ofhigh school students. To this purpose, the experience and meaning of a goodlife for students through Instagrammediation were examined. To achieve this goal, phenomenology method was considered appropriate and semistructured interviews were conductedwith 7 female high school students inIzeh city. The findings were dividedinto eight categories: celebrity, extremes and imitation, pleasant mental feeling, flow experience, academic failure, family relationships, finding a career path and gaining skills and fourconceptual classes of orientations, behaviors, experiences and the performances. It represents an experience and meaning hedonistic andpreference-satisfaction of good life forstudents.