نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشنای ارشد برنامه ریزی درسی،دانشکده علوم تربیتی و روانشناسی،دانشگاه شیراز،شیراز،ایران
2 دانشجوی کارشناسی ارشد یادگیری الکترونیکی، دانشکده علوم انسانی ،دانشگاه مهرالبرز،تهران،ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Despite the Fundamental Reform Document's emphasis on cultivating logical and thoughtful teachers, prior research shows the persistence of memory-oriented approaches in Iran's teacher education curricula. This study analyzed the position of the logic element in Farhangian University's curriculum based on the Document, adopting a policy-oriented approach.Methods: This qualitative study used directed content analysis. The population included the Document and syllabi of six key courses, selected through purposive criterion-based sampling. Data were collected via a researcher-made checklist and analyzed using MAXQDA. Validity was ensured through content auditing and reliability via Scott's Pi coefficient .Findings: The Document defines the logic element as seven interconnected themes: rational, critical, reflective, philosophical, systemic, creative thinking, and insight enhancement. In the curricula, out of 78 references, 44% belonged to internship, while educational psychology (6 references) and educational technology (8 references) had the fewest. Moreover, 67% of references were indirect, and wisdom-orientation and insight enhancement were absent in most courses.Conclusion: Major gap exists between Document and curricula. Reform in evaluation, faculty, and design is needed. Practical strategies offered. Limitations: hidden curriculum access and course focus.
کلیدواژهها [English]
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