Identify curriculum reflective from perspective Specialists and teachers
Subject Areas : Journal of Educational Psychology
Nooshin
Shahbahrami
1
(PhD of curriculum planning, Tehran Sciences and Research Branch, Islamic Azad University, Tehran, Iran)
Maryam
Seif Naraghi
2
(Profesor of Educational Sciences, Tehran Sciences and Research Branch, Islamic Azad University, Tehran, Iran)
Ezatollah
Naderi
3
(Profesor of Educational Sciences, Tehran Sciences and Research Branch, Islamic Azad University, Tehran, Iran)
Keywords: Identification, Curriculum, Reflecting, Vision specialists and educators,
Abstract :
The main objective of this study is to identify curriculum reflective from perspective Specialists and teachers. This study is an applied research and its methodology is field research. The research population, includes all 186 faculty members and guests in curriculum planning in Islamic Azad University of Mazandaran province in the academic year 2015-16, of which 116 related teachers were selected through stratified random sampling and Cochran’s size determination formula, and 20 questionnaires were given to all members of the population of curriculum planning and the sample was considered equal to the community. The researcher-made questionnaire was used to collect data, and after confirming its validity its reliability was obtained based on Cronbach's alpha (0.92). To analyze the data descriptive statistics (frequency and percentage) and inferential statistics (unconditional Chi-square) was used. The results showed that there is a Note the use of the components of reflective thinking in the curriculum elements (goal, content organization, teaching methods and evaluation) Bachelor of Education from the perspective of both groups approved.
