Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University

Document Type : Research Paper

Authors

1 Ph.D. in Curriculum Planning, University of Tehran, Tehran, Iran

2 Associate Professor, Department of Curriculum and Teaching Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

3 Assistant Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

Abstract

The purpose of this study is to Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University. The present study was based on a qualitative approach and phenomenological method with the presence of 18 participants among curriculum and sociology specialists using purposive sampling method and semi-structured interviews. The analyzes were based on open, axial and selective coding. In-depth analysis of the interviews resulted in identifying and categorizing the features of intercultural education curriculum. It can be argued that Intercultural training curriculum framework consists of 4 elements of purpose, content, teaching-learning methods and methods of evaluation. Themes oversee the objectives of the Intercultural education curriculum in three basic dimensions (cognitive, emotional / attitudinal, and skill). Promoting respect for values and differences in the educational content section; Emphasis on the preservation and transmission of cultural heritage; Emphasis on social interaction; The disadvantage of emphasizing the avoidance of racism; Adaptation to the local historical identity of different ethnic groups; Paying attention to the role of Iranian ethnic groups in maintaining national independence; Attention to national and ethnic cohesion; Attention to cultural diversity; Attention to teaching indigenous and local languages; Attention to cultivating cultural self-awareness; Promoting justice and equality; Attention to different heavenly religions; Accept differences. In the section of teaching-learning methods, role-playing; Demonstration method; Project method; Collaborative teaching method; Scientific teaching method; Reliance method; Brain Enhancement Method; Problem solving method; The method of the courts; Group discussion method. The element of evaluation, as the last element in the intercultural curriculum from the perspective of the study groups in the form of: functional test; Observational evaluation; Oral evaluation; Paper pencil test; Skill-based tasks; Self-assessment; Peer assessment were identified.

Keywords

References

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Educational and Scholastic studies
Volume 12, Issue 2 - Serial Number 35
September 2023
Pages 218-195

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