Designing and Validation of “Revision of Teacher Education Curriculum in Iran” Model

Subject Areas : Research in Curriculum Planning

atefeh  ataran ¹ (PhD in Curriculum Development, KHarazmi University, Tehran, Iran.)
neamatollah  mosapour ² (Associat professor, Farhangian University, Tehran, Iran.)
Mohammad  Attaran ³ (Former Senior Lecturer at the University of Malaya (Malaysia), Faculty of Education, Department of Curriculum and Instructional Technology Kuala Lumpur, Malaysia.)
ali  hosseinikhah ⁴ (Assistant professor, KHarazmi University, Tehran, Iran.)

Received: 2017-12-25 Accepted : 2019-02-02 Published : 2019-06-22

Keywords: Curriculum, Revision, Curriculum Revision, Teacher Education, Teacher Education of Iran,

Abstract :

Regarding the fact of the change in teacher education programs, the present study aimed to design and validate the “Revision of Teacher Education Curriculum in Iran” model. In the design phase of the model, the research method of theoretical analysis and in the model validation phase, the Delphi method has been used. The results of the theoretical study showed that the teacher's curriculum revision model in Iran could be based on four aspects of identity (planning knowledge, acceptance of the principle of change, the implementation of professional training and the importance of the hierarchy) at three levels of decision-making, over macro, macro and micro. Based on the proposed model, seven steps to teacher's curriculum in Iran include: determining the status quo, rethinking and designing standards for Iranian teacher education curriculum, revision, feasibility study of revised curriculum, approval of revised curriculum, distribution of revised curriculum and supervision of revised curriculum. In addition, the results of the model's validation section, using experts' opinions, indicated the utility and feasibility of the proposed model. In general, it can be said that since teacher education system performe in university and higher education level, teacher's curriculum revision model is a university-centered model that takes into account the demands of social institutions in the field Teacher training. On the other hand, due to the prescriptive nature of this model, it has been emphasized on its functional and practical aspects. In addition, the two-way communication between the steps of the curriculum revision reflects the self-correction of model and the possibility of modifying the curriculum revision components. The proposed model can also be used by the Ministry of Education, Farhangian University and other teacher education organizations.

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