The dominant curriculum of high school teachers in the district of Isfahan Education

Subject Areas : Research in Curriculum Planning

Bahman Zandi ¹ , simin naghsh ² , rezaali Tarkhan ³

1 - Professor, Linguistics, University of Payamenoor, Tehran, Iran.
2 - Curriculum Studies, Islamic Azad University of Isfahan, Isfahan, Iran.
3 - Curriculum Studies, University of Tehran, Tehran, Iran.

Received: 2015-05-24 Accepted : 2018-11-06 Published : 2018-12-22

Keywords: social performance approach, Curriculum, social reconstruction approach, scientific approach, learner-centered approach,

Abstract :

The purpose of this article was to investigate the Evaluation of a dominant curriculum of high school teachers in the district 3 of Isfahan Education. The method of this research regarding to aim was applied and regarding to data collection was cause and effect. The Sample was217 teachers (79 female and 137 male) that selected randomly from all high school teachers in district 3 and completed researcher made questionnair that designed in base of Askayros Categories (1992). Cronbach's alpha reliability index with spss20 software was obtained 0/78. The result showed that dominant approach of teachers in goals, teachers role and style of their evaluation, are Academic and social performance approach. And as a whole implemented in terms of these two approaches and two learner-centered and social reconstruction approach are below average. Furthermore, the teachers paid attention to scientific approach and social performance approach respectively.

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