نوع مقاله : علمی- پژوهشی
نویسندگان
1 دانشیار گروه علوم تربیتی، دانشگاه مازندران، دانشکده علوم انسانی و اجتماعی، بابلسر، ایران.
2 دانشیار گروه علوم تربیتی، دانشگاه مازندران، دانشکده علوم انسانی و اجتماعی، بابلسر، ایران
3 کارشناسی ارشد رشته مطالعات برنامهدرسی، دانشگاه مازندران، دانشکده علوم انسانی و اجتماعی، بابلسر، ایران
کلیدواژه‌ها
عنوان مقاله English
نویسندگان English
The present study aimed to develop and validate an existentialist curriculum scale with an emphasis on the teaching–learning strategies component. A sequential exploratory mixed-methods approach was adopted. In the qualitative phase, a case study method was employed. Participants included professors, experts, and teachers familiar with the existentialist school of thought. Using purposive sampling of typical cases, theoretical saturation was reached with 25 participants. Data were collected through semi-structured interviews, and the trustworthiness of the findings was established based on credibility, transferability, dependability, and confirmability. The qualitative data were analyzed using thematic analysis. In the quantitative phase, a descriptive survey design was employed. The statistical population for scale validation consisted of elementary school teachers in Sari County, Iran, from whom 250 participants were selected using proportionate stratified random sampling. Data were collected using a researcher-developed questionnaire. The developed scale comprised four main criteria: educational environment, teacher, student, and existentialist teaching method. The results of the factor analysis confirmed the proposed structure of the scale, indicating that the four-dimensional model consisting of educational environment, teacher, student, and existentialist teaching method was supported.
کلیدواژه‌ها English
