Developing a curriculum model to foster students' autobiographical identity

Document Type : Research Paper

Authors

1 Full Professor, Department of Education, Faculty of Humanities, Bu-Ali sina University, Hamedan, Iran

2 Developing a Curriculum Model to Foster Students' Autobiographical Identity

Abstract

The main purpose of this study was to develop a curriculum model to foster students autobiographical identity.A explorative qualitative research method was used .The research field included British Columbia and Bu-Ali Sina University.Using criterion-based sampling method,participants were15 specialists of mentioned university.The data collection tool was semi-structured interview.For data analysis were used coding and theme analysis.Based on the results of data analysis,five organizing themes including lived experience,self-definition,imagination,self-regulation, self-architecture and 25 basic themes extracted. The four Lincoln and Guba indices were used to validate the qualitative data and the CVR was used to determine the validity of the model and its value was calculated to be 0.75. The results showed that the philosophical foundations of the autobiographical curriculum were phenomenological, pragmatic and existential. Autobiographical Curriculum support theories were humanistic theories and individual perspectives. The results also showed that in formulating the goals of the autobiographical curriculum, goals such as self-awareness, self-architecture, self-regulation and self-extraction should be emphasized. The autobiographical curriculum content should be based on students first hand experiences and real life problems. The teaching method should be Based on individual family-based and self-awareness teaching methods and finally for evaluation should be used, self-evaluation,self reporting and comprehensive analysis of student self-writings

Keywords


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