Pathology of physical education curriculum in Farhangian University
Poster Presentation
Paper ID : 1481-SSRC
Authors
1آموزش و پرورش
2دانشگاه آزاد اسلامی
3دانشگاه فرهنگیان
Abstract
Abstract
Background and purpose: Since 2013, Farhangian University has been based on the foundation of teacher training, with the mission of training the human resources of education and training, in line with the fundamental transformation document, national curriculum, vision document and its constitution. Considering the effect that the curriculum has on improving the level of knowledge, skills and attitudes of student teachers, it is necessary to investigate it. Therefore, the current research seeks to deal with the pathology of physical education curriculum in Farhangian University.
Materials and methods: To achieve the stated goal and considering the specialization of the research subject, a qualitative study was used by conducting in-depth interviews with the elites of this subject. The statistical population includes professors of the physical education faculty of Farhangian University. The number of sample people was determined by the theoretical saturation criterion. After interviewing 14 professors of the physical education faculty of Farhangian University, the interview reached its saturation point. The data obtained from the interviews were analyzed using the foundation data method and through three stages of open, central and selective coding.
Findings: The findings related to strategies showed 6 main areas. so as to cover the internal and external challenges of the physical education curriculum of Farhangian University. These areas include the following: elements and components, causal conditions, strategies, contexts, intervening conditions and consequences. The findings of the research indicate that from the point of view of the target community, teaching strategies, goals, content, and learning activities are the most important elements of the curriculum, which are considered among the most important harms of the physical education curriculum with different values.
Conclusion: All the interviewees wanted to change the curriculum and create trends that fit the new needs. It is suggested that the policy makers and decision makers of the physical education curriculum coordinate the elements with the goals, improve the content of the curriculum so that the identified weaknesses are eliminated.
Background and purpose: Since 2013, Farhangian University has been based on the foundation of teacher training, with the mission of training the human resources of education and training, in line with the fundamental transformation document, national curriculum, vision document and its constitution. Considering the effect that the curriculum has on improving the level of knowledge, skills and attitudes of student teachers, it is necessary to investigate it. Therefore, the current research seeks to deal with the pathology of physical education curriculum in Farhangian University.
Materials and methods: To achieve the stated goal and considering the specialization of the research subject, a qualitative study was used by conducting in-depth interviews with the elites of this subject. The statistical population includes professors of the physical education faculty of Farhangian University. The number of sample people was determined by the theoretical saturation criterion. After interviewing 14 professors of the physical education faculty of Farhangian University, the interview reached its saturation point. The data obtained from the interviews were analyzed using the foundation data method and through three stages of open, central and selective coding.
Findings: The findings related to strategies showed 6 main areas. so as to cover the internal and external challenges of the physical education curriculum of Farhangian University. These areas include the following: elements and components, causal conditions, strategies, contexts, intervening conditions and consequences. The findings of the research indicate that from the point of view of the target community, teaching strategies, goals, content, and learning activities are the most important elements of the curriculum, which are considered among the most important harms of the physical education curriculum with different values.
Conclusion: All the interviewees wanted to change the curriculum and create trends that fit the new needs. It is suggested that the policy makers and decision makers of the physical education curriculum coordinate the elements with the goals, improve the content of the curriculum so that the identified weaknesses are eliminated.
Keywords