Analyzing Teachers’ Educational Beliefs Using the Curriculum Ideologies Profile
Subject Areas : Research in Curriculum PlanningAli Nouri 1 , Narges Kiani Salmi 2
1 - Department of Educational Studies, Faculty of Humanities, Malayer University, Malayer, Iran.
2 - M.A in Educational Studies, Faculty of Humanities, Malayer University, Malayer, Iran.
Keywords: Curriculum Ideologies, Curriculum theories, Curriculum Design, Teacher Beliefs, Curriculum Ideology Profile ,
Abstract :
This study aimed to analyze the position of curriculum ideologies (religious dogmatism, rational humanism, progressivism, critical theory, reconceptualism, and cognitive pluralism) among Iranian teachers and to investigate the impact of demographic factors (gender, educational level, and teaching experience) on their ideological preferences. The participants were 545 teachers employed in public and private institutes who completed the Curriculum Ideologies Profile (CIP) electronically through a Google Form. The results showed that progressivism was the ideology most highly valued by Iranian teachers, while religious dogmatism was ranked the lowest. Additionally, the findings indicated significant positive correlations among the curriculum ideologies. The strongest correlation was observed between progressivism and reconceptualism, while the weakest was between religious dogmatism and rational humanism. Although no significant gender-based differences were found in curriculum ideology preferences, teachers' educational level influenced their evaluation of the value they placed on all curriculum ideologies. Teachers with bachelor's or master's degrees rated the value of all ideologies higher than Ph.Ds. holders. Moreover, teachers with more teaching experience valued cognitive pluralism the most, while those with less experience tended to be more inclined toward progressivism.
Allen Jr, W. T., & Hunsaker, S. L. (2016). Teacher conceptions, curriculum ideologies, and adaptations to linear change in River School District: Implications for gifted and talented. Journal for the Education of the Gifted, 39(3), 195-220.
Ashour, R., Khasawneh, S., Abu-Alruz, J., & Alsharqawi, S. (2012). Curriculum orientations of pre-service teachers in Jordan: A required reform initiative for professional development. Teacher Development, 16(3), 345-360.
Beauchamp, G. A. (1982). Curriculum theory: Meaning, development, and use. Theory into practice, 21(1), 23-27.
Cheung, A. C., Keung, C., & Tam, W. (2022). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the curriculum orientation inventory. Early Childhood Education Journal, 50(6), 959-968.
Cheung, D.) 2000(. Measuring teachers’ meta-orientations to curriculum: Application of
hierarchical confirmatory factor analysis. Journal of Experimental Education 68: 149–65.
Cheung, D., and H. Wong. )2002(. Measuring teacher beliefs about alternative curriculum
design. The Curriculum Journal 13: 225–48.
Eisner, E. W. (1994). The educational imagination: On the design and evaluation of school programs. Prentice Hall.
Eisner, E. W., & Vallance, E. (1974). Conflicting Conceptions of Curriculum. Series on Contemporary Educational Issues.
Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum leadership: Strategies for development and implementation. SAGE publications.
Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modified-curriculum orientations inventory. The Curriculum Journal, 20(2), 103-120.
Joseph, P. B. (Ed.). (2011). Cultures of the curriculum. Routledge.
Kerlinger, F.N. (1986). Foundations of behavioral research (3rd Edition), Holt, Rinehart and Winston, New York.
Kerlinger, F.N. (1986). Foundations of behavioral research (3rd Edition), Holt, Rinehart and Winston, New York.
Kiani, N. (2023). Development and validation of an instrument for assessing teachers' ideological orientation toward the curriculum and instruction. Master Thesis, Malayer University, Malayer, Iran. [Persian].
Kiani, N., Nouria, A., & Etemadizadec, H. (20024). The role of curriculum ideologies in directing values, purposes, and methods of education. Iranian Journal of Curriculum Studies [Persian].
Kliebard, H. M. (1977). Curriculum theory: give me a “for instance”. Curriculum Inquiry, 6(4), 257-269.
Kong, C., & Yasmin, F. (2022). Impact of parenting style on early childhood learning: mediating role of parental self-efficacy. Frontiers in Psychology, 13, 928629.
Lin, X., Yang, W., Xie, W., & Li, H. (2023). The integrative role of parenting styles and parental involvement in young children’s science problem-solving skills. Frontiers in Psychology, 14, 1096846.
Mahlios, M., S. Rice, and K. Thomas. (2004). Teachers’ views of curriculum: the hedgehog v. the fox. Thirty-fifth Annual Meeting of the American Educational Studies Association, November 3–7, in Kansas City, Missouri.
Mahlios, Marc & Friedman, Reva & Rice, Suzanne & Peyton, Vicki & O’Brien, Brenna. (2010). Measuring Teachers’ Curricular Beliefs: From Hong Kong to the United States. Curriculum and Teaching. 25. 81-100.
Marsh, C. J. (2009). Key concepts for understanding curriculum. Routledge.
McCutcheon, G. (1982). What in the world is curriculum theory? Theory into
Practice, 2(1), 18-22.
McNeil, J. D. (1996). Curriculum: A comprehensive introduction (5th Ed.). New York: HarperCollins.
Miller, D. L. (2011). Curriculum theory and practice: What’s your style? Phi
Delta Kappan, 92, 32–39.
Miller, J. P. (1983). The educational spectrum: Orientations to the curriculum. New York: Longman.
Nouri, A., Kiani salmi, N., Etemadizade, H. A., Chatarabgon, O. (2024). Development and validation of a survey instrument for evaluating ideological views toward curriculum and pedagogy. Curriculum Journal.
Nouria, A., Kiani, N., Etemadizadec, H. & Chatarabgond, O., (20024). Development and validation of a survey instrument for evaluating ideological views toward curriculum and pedagogy. Curriculum Journal (In Press).
Paraskeva, J. M. (2021). Conflicts in curriculum theory: Challenging hegemonic epistemologies. Springer Nature.
Pinar, W. (2014). Curriculum: Toward new identities. Routledge.
Schiro, M.S. (2008). Curriculum Theory: Conflicting Visions and Enduring
Concerns. California: SAGE Publications.
Schubert, W. H. (1996). Perspectives on four curriculum traditions. Educational Horizons, 74(4), 169-76.
Supreme Council of Education. (2013). National Curriculum of the Islamic Republic of Iran, Approved in February/March 2012. Tehran: Supreme Council of Education and Training in collaboration with the Organization for Educational Research and Planning. [Persian].
Syomwene. A. (2020). Curriculum theory: Characteristics and functions. European Journal of Education Studies, 7(1), 326-337.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88.
Walker, D. F. (2002). Fundamentals of curriculum: Passion and professionalism. Routledge.
Wang, J., Elicker, J., Mcmullen, M., & Mao, S. (2008). Chinese and American preschool teachers’ beliefs about early childhood curriculum. Early Child Development and Care, 178(3), 227–249.
Wong, P. Y. H. (2019). Teaching beliefs on developmentally appropriate practice among Chinese preschool teachers: The role of personality. Frontiers in Psychology.
Zais, R. S. (1976). Curriculum: Principles and foundations. Ty Crowell Company.
