نوع مقاله : مقاله پژوهشی
نویسندگان
1 نویسنده مسئول، مدرس ، گروه مدیریت آموزشی، دانشکده علوم تربیتی ، دانشگاه فرهنگیان تهران، ایران
2 گروه مدیریت آموزشی، دانشکده علوم تربیتی ، دانشگاه فرهنگیان تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Evidence from recent years suggests that cultural-educational activities conducted by student-teachers have largely failed to achieve notable success. This failure is primarily attributed to a lack of sufficient research in the cultural-educational domain. The present study aims to conduct a comparative analysis between the macro-level curriculum design document for teacher education and upstream policy documents concerning cultural and educational dimensions.
Methods: To achieve this goal, a descriptive, documentary, and comparative research approach was adopted. Two key upstream documents related to Farhangian University—the Fundamental Reform Document of Education and the Comprehensive University Management Bylaw—were compared with the internal macro (architectural) curriculum design document for teacher education.
Findings: The qualitative data analysis reveals that the macro curriculum design emphasizes competency-based, education-centered, and practice-oriented approaches, incorporating elements such as religious, pedagogical, and academic competencies. However, in comparison with the upstream documents, it neglects several important cultural-educational components, including attracting and retaining top talents, enhancing the social status of educators, collaborating with cultural and revolutionary institutions, organizing extracurricular activities, and developing students’ personal and social skills. These omissions may lead to challenges in the effective implementation of cultural-educational programs.
Conclusion: Overall, the findings indicate that upstream documents in Iran’s teacher education system face both theoretical and practical gaps in addressing cultural-educational concerns and remain distant from the desired vision. It is recommended that the teacher education curriculum be revised with an emphasis on localization and Iranian-Islamic pedagogy, and that cultural-educational components from both upstream documents be incorporated into the macro design.
کلیدواژهها [English]
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