Akbar Hedayati
Abstract
Developing and validating of the competency-based curriculum model for MA in curriculum course The aim of this study was to develop and validate the competency-based curriculum model for MA in curriculum course. In this study, methods of qualitative content analysis, documentary research and descriptive-inferential ...
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Developing and validating of the competency-based curriculum model for MA in curriculum course The aim of this study was to develop and validate the competency-based curriculum model for MA in curriculum course. In this study, methods of qualitative content analysis, documentary research and descriptive-inferential were used. The sample for data collection is 9 curriculum experts and 45 documents in relation to competency-based curriculum that were purposefully selected. Data collection techniques were the individual semi-structured interviews with experts and the qualitative document analysis. The findings showed competency-based curriculum elements features according to the objectives, content, learning activities and evaluation methods, then primary model of competency-based curriculum designed. So the process, procedures and how to providing competency-based curriculum model, resulted from the preceding studies on the subject.This model was validated by experts and mediators that have been done. The results of this study could be used in designing competency-based curriculum Keywords: model, competency-based curriculum, MA.
Seyed Ali Khaleghinezhad; hassan maleki; rezvan hakimzadeh
Abstract
In recent years, there is various discussions around of being substitute postmodernism viewpoint as type of thinking and cultural and cultural-social view to humans’ problems and beliefs to modernism viewpoint in different subjects is common. So that, field of education in generally ...
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In recent years, there is various discussions around of being substitute postmodernism viewpoint as type of thinking and cultural and cultural-social view to humans’ problems and beliefs to modernism viewpoint in different subjects is common. So that, field of education in generally and curriculum in specially shape engage in flow. According to, present study has done to examine characteristics of postmodern philosophical foundations’ in curriculum and critique of this foundations based on philosophical foundations’ of Islamic education. Method of this research is documental-analytical. Results of this study has showed that philosophical foundations of postmodern curriculum placed in ontological principals upon unbelief to metaphysics; anthropology principals upon shaping of human Essenes via social, historical and cultural relations; epistemological principals upon rejection of wisdom, oracle, temperament and master of linguistic as center of conscious; axiology principals upon center of person and was relative of cosmological principals; aesthetic principals upon subjective criteria of aesthetic and escape of surface understanding and contemplation in essence of experimental aesthetic. In opposition to philosophy foundations’ of postmodern curriculum, philosophy foundations’ of Islamic education placed in ontological principals upon beliefs to metaphysic; anthropological principals upon shaping of human essences based on oracle; epistemological principals upon human ability to reach wisdom; axiological principals emphasis on Quran, Islamic foundations, and absolute and changeable values; aesthetic principals emphasis on person’s inherent interest to aesthetic and objective and subjective criteria of beauty.