Document Type : Research Paper
Authors
1 Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, North Tehran Branch, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Tonekabon Branch, Islamic Azad University, Mazendaran, Iran
Abstract
The main goal of the current research is to study the qualitative consequences of the responsive curriculum in the undergraduate course of educational sciences. To achieve the goal of the research, the researcher used the qualitative research method of content analysis. The participants of the research were expert faculty members and experts in the field of curriculum planning and experts in the field of higher education and university planning, of which 18 people were selected as a purposive sample. The data collection tool was a semi-structured interview. Thematic analysis coding method was used to analyze the data and King and Harrocks method was used to validate the data. The results showed that a total of 61 primary codes, 11 basic themes, 4 organizing themes, and the overarching theme of responsive curriculum outcomes. Based on this, the consequences of the responsive curriculum included: personal development, academic development, social development, and theoretical development of the field of educational sciences. Curriculum and learning objectives are generally compiled based on three sources: individual, society and knowledge, therefore, in order to develop a responsive curriculum, each of the above sources must be included in the curriculum in a balanced manner.
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