PRIORITIZATION AND COMPARING THE IDEOLOGIES OF THE SIX COMPONENTS OF THE CURRICULUM FROM THE PERSPECTIVES OF FACULTY MEMBERS OF EDUCATIONAL SCIENCES FACULTIES IN TEHRAN

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MALEKI MEHDI; FARMAHINI FARAHANI MOHSEN; ESMAEILI KOUROSH

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2013 | Volume:10 | Issue:11 (38) Page(s): 129-144

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Title

PRIORITIZATION AND COMPARING THE IDEOLOGIES OF THE SIX COMPONENTS OF THE CURRICULUM FROM THE PERSPECTIVES OF FACULTY MEMBERS OF EDUCATIONAL SCIENCES FACULTIES IN TEHRAN

Author(s)

MALEKI MEHDI | FARMAHINI FARAHANI MOHSEN | ESMAEILI KOUROSH | Issue Writer Certificate

Keywords

PRIORITIZATIONQ2

COMPARISONQ2

COMPONENS IDEOLOGYQ1

CURRICULUMQ2

FACULTYQ2

Abstract

The present study compared the priorities and ideologies of the six components of the CURRICULUM from the perspectives of FACULTY members of Tehran faculties of educational sciences. Research society was comprised of all of the FACULTY members in the departments in 2010-11 adopted through census. Among the 95 members, 30% were female and 70% were male. The research was carried out as a descriptive (surveying) study by using standard questionnaire of CURRICULUM ideology of Schiro (2008). The questionnaire focuses on CURRICULUM based on the six factors including purpose, teaching, learning, knowledge, childhood and evaluation (scholar academic ideology, social efficiency ideology, learner-centered ideology and social reconstruction ideology). For data analyzing, frequency and percentage frequency and ideology graph were applied. Findings suggested that, the faculties of educational sciences in Tehran should focus on ideology of social reconstruction and the components of learning, knowledge, learning and assessment of learner-centered ideology. The strongest trends in this regard were learning and assessment the components of learner-centered ideology. The strongest trends (first priority) and components were teaching the ideology of scientific knowledge and the weakest parts of the trends (last priority) were the only components that all FACULTY members were agreed.

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APA: Copy

MALEKI, MEHDI, FARMAHINI FARAHANI, MOHSEN, & ESMAEILI, KOUROSH. (2013). PRIORITIZATION AND COMPARING THE IDEOLOGIES OF THE SIX COMPONENTS OF THE CURRICULUM FROM THE PERSPECTIVES OF FACULTY MEMBERS OF EDUCATIONAL SCIENCES FACULTIES IN TEHRAN. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 10(11 (38)), 129-144. SID. https://sid.ir/paper/127361/en

Vancouver: Copy

MALEKI MEHDI, FARMAHINI FARAHANI MOHSEN, ESMAEILI KOUROSH. PRIORITIZATION AND COMPARING THE IDEOLOGIES OF THE SIX COMPONENTS OF THE CURRICULUM FROM THE PERSPECTIVES OF FACULTY MEMBERS OF EDUCATIONAL SCIENCES FACULTIES IN TEHRAN. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2013;10(11 (38)):129-144. Available from: https://sid.ir/paper/127361/en

IEEE: Copy

MEHDI MALEKI, MOHSEN FARMAHINI FARAHANI, and KOUROSH ESMAEILI, “PRIORITIZATION AND COMPARING THE IDEOLOGIES OF THE SIX COMPONENTS OF THE CURRICULUM FROM THE PERSPECTIVES OF FACULTY MEMBERS OF EDUCATIONAL SCIENCES FACULTIES IN TEHRAN,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 10, no. 11 (38), pp. 129–144, 2013, [Online]. Available: https://sid.ir/paper/127361/en

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