EVALUATION OF UNDERGRADUATE AND GRADUATE TEFL CURRICULA IN TERMS OF BLOOM’S REVISED TAXONOMY

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

DIVSAR HODA; JAFARIGOHAR MANOOCHEHR

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: UNIVERSITY TEXTBOOKS, RESEARCH AND WRITING Year:2014 | Volume:18 | Issue:32 Page(s): 73-99

Download Full-Text

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Verion

View:

1,525

Download:

Cites:

Information Journal Paper

Title

EVALUATION OF UNDERGRADUATE AND GRADUATE TEFL CURRICULA IN TERMS OF BLOOM’S REVISED TAXONOMY

Author(s)

DIVSAR HODA | JAFARIGOHAR MANOOCHEHR | Issue Writer Certificate

Keywords

CURRICULUMQ2

CRITICAL THINKINGQ2

KNOWLEDGE DOMAINQ2

COGNITIVE DOMAINQ2

TEFLQ1

Abstract

The present study examined the undergraduate and graduate TEFL curricula of Iran’s higher education (known as Sarfasl) based on Bloom’s Revised Taxonomy (BRT) to find out the degree to which levels of BRT were reflected in the curricula. To this end, content analysis was carried out to determine the frequency and proportion of the objectives associated with knowledge and cognitive dimensions. The results revealed that in both undergraduate and graduate curricula, the proportion of lower-order thinking skills (i.e., remember, understand, and apply) was emphasized more than the higher-order ones (i.e., analyze, evaluate, and create) in general. The results also showed that the most frequent objective in terms of KNOWLEDGE DOMAIN was the category of understand in both curricula. With regard to knowledge dimension, conceptual knowledge occurred most often, confirming that acquiring knowledge acts as a benchmark in educational quality assurance for CURRICULUM designers. In addition, we found that the metacognitive-related categories were mostly missing and understand/conceptual category had a dominant role in both curricula. The findings imply that the existing curricula need to be re-structured to reflect CRITICAL THINKING including both knowledge and COGNITIVE DOMAINs to facilitate learner autonomy.

Cites

No record.

References

No record.

Cite

APA: Copy

DIVSAR, HODA, & JAFARIGOHAR, MANOOCHEHR. (2014). EVALUATION OF UNDERGRADUATE AND GRADUATE TEFL CURRICULA IN TERMS OF BLOOM’S REVISED TAXONOMY. UNIVERSITY TEXTBOOKS, RESEARCH AND WRITING, 18(32), 73-99. SID. https://sid.ir/paper/240824/en

Vancouver: Copy

DIVSAR HODA, JAFARIGOHAR MANOOCHEHR. EVALUATION OF UNDERGRADUATE AND GRADUATE TEFL CURRICULA IN TERMS OF BLOOM’S REVISED TAXONOMY. UNIVERSITY TEXTBOOKS, RESEARCH AND WRITING[Internet]. 2014;18(32):73-99. Available from: https://sid.ir/paper/240824/en

IEEE: Copy

HODA DIVSAR, and MANOOCHEHR JAFARIGOHAR, “EVALUATION OF UNDERGRADUATE AND GRADUATE TEFL CURRICULA IN TERMS OF BLOOM’S REVISED TAXONOMY,” UNIVERSITY TEXTBOOKS, RESEARCH AND WRITING, vol. 18, no. 32, pp. 73–99, 2014, [Online]. Available: https://sid.ir/paper/240824/en

Related Journal Papers