Curriculum Development
Somayeh Saedi; Parvin Samadi; parvin Ahmadi
Abstract
IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society ...
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IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society in order to be able to solve some of the issues related to employment and gaining new job competencies. The aim of this study was to validate the university curriculum model based on Fugit's employability model.MethodThe present study was conducted in terms of the type of development goal and quantitatively with a survey approach. The research instrument was a researcher-made questionnaire and the statistical population was all undergraduate students in comprehensive public universities in Tehran. Sampling was Stratified Random Sampling method. The statistical sample size according to Cochran's formula for was estimated at 384. Due to the limitations, 290 questionnaire samples were completed and entered into the analysis process. The obtained data were analyzed using analysis test. ResultsFindings indicated that adaptability to employability skills by 0.529, job identity to employability skills by 0.807 and socio-human capital to employability skills They have a positive and direct effect of 0.424. Also, content on human-social capital (0.960), teaching method on human-social capital (0.998), teaching method on job identity (0.236), evaluation method on human-social capital (1.23), Learning characteristics on human-social capital (0.247), teaching characteristics on job identity (1.39), teaching characteristics on adaptability (0.382), learning environment on job identity (13/13) 1) Finally, the learning environment affects adaptability (2.06). DiscussionThe sum of extracted elements, components and concepts provides a basic model of university curriculum based on students' entrepreneurial competencies. The higher education curriculum framework based on entrepreneurial competencies for students, while creating a new lens, forms a window through which the higher education community can look at its possibilities with a fresh perspective, and also provides this possibility. make it possible to look at the strange and normal separation of the university and other organizations and institutions outside the borders of the university with an enlightened view.
parvin samadi; tahereh Ahmadi; parvin Ahmadi
Abstract
IntroductionThe current research was conducted with the aim of investigating the competence of teachers in the role of lifelong learners in the general education system of Iran MethodThis research was a part of the combined research, of sequential exploratory type and classification model, which ...
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IntroductionThe current research was conducted with the aim of investigating the competence of teachers in the role of lifelong learners in the general education system of Iran MethodThis research was a part of the combined research, of sequential exploratory type and classification model, which was conducted in two qualitative and quantitative stages. The qualitative part was conducted using the synthesis research method and in six stages by Sandlovsky and Barroso (2003). The results of the qualitative stage include the individual mechanism, the motivational mechanism, the mechanism of information and technology literacy, and the mechanism of activism. The quantitative part was done using a descriptive survey method and a researcher-made questionnaire. In order to determine the validity of the three data sources, Cronbach's alpha coefficient of 0.94 indicated the reliability of the tool in this research. The questionnaire was given to 150 experts in the field of curriculum planning and educational psychology, and the data were collected using One-step and two-step confirmatory factor analysis method was analyzed with the help of Lisrel softwareResultsIn the qualitative stage, the results of the synthesis research showed that the dimensions, components and characteristics of the teacher's competence as a lifelong learner can be examined from the four dimensions of the individual mechanism, the motivational mechanism, the mechanism of information and technology literacy, and the mechanism of activism. In the dimension of individual mechanism (metacognitive skills, personality traits, communication and interpersonal skills)", motivational mechanism (belief, motivation and emotional skills), "information and technology literacy mechanism (digital skills, familiarity with information literacy, interaction with technology in the scope of life) )" and "activism mechanism (activism in teaching-learning process, reflection, professional learning, intellectual ability, developed professional identity, familiarity with pedagogical knowledge management, foreign language mastery)" were placed. In the Chargob accreditation section of the competency model of a teacher as a lifelong learner in Iran's education system, first- and second-order confirmatory factor analysis was used.The findings of this section indicated that the items of the individual mechanism element with a factor load of 0.91-0.80, the items of being equipped with a motivational mechanism with a factor load of 0.91-0.68, the items of the information and technology mechanism element with a factor load of 91 0.94-0.0 and the items of the activism element with a factor load of 0.93-0.85 are significant explanations for the mentioned model and their validity is confirmed. DiscussionAccording to the statistical results, the design and accreditation of the teacher's competence model as a lifelong learner in Iran's education system was achieved and its important components were determined