Validation of the integrated curriculum conceptual model for teacher-students of Farhangian University
Subject Areas :
Rasoul
Jamaati
1
(Ph.D. student Department of Educational Sciences, Faculty of Education and Psychology, Islamic University of Islamshahr, Iran)
Amirhosain
Mehdizadeh
2
(Assistant Professor of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr, Iran (responsible for correspondence))
Rezvan
Hakimzadeh
3
(Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tehran)
Alireza
Araghieh
4
(Associate Professor, Department of Education, Faculty of Education and Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran)
Batol
Faghiharam
5
(Assistant Professor of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr, Iran)
Keywords: integration, Curriculum, Validation, teacher training, Farhangian University,
Abstract :
This study was conducted with the aim of validating the integrated curriculum model for teacher-students of Farhangian University. To achieve this goal, a descriptive-survey method was used. The study population of this study consisted of all faculty members of Farhangian University and curriculum planning specialists that 56 of whom were selected by random sampling. A questionnaire was used to collect research data, the validity of which was 84.09% based on CVR and its reliability was 0.89 based on Cronbach's alpha. Data were analyzed by using mean, standard deviation, skewness and elongation and confirmatory factor analysis of the second type and Smart PLS software. Based on the results of this study, Farhangian University integrated curriculum model explains all the items of its four components, the model has a good fit and all its relationships are significant. Therefore, it can be concluded that this model is valid.Keywords: Validation, curriculum, Integration, teacher training, Farhangian University
_||_
