Identifying the Factors Affecting High School Technological Competency-Based Curriculum: A Qualitative Study

Curriculum Research

دوره 2، شماره 1 - شماره پیاپی 3، فروردین 2021، صفحه 23-34   

نوع مقاله: Original Article

نویسندگان

Farid Rezaei Ali Kamar¹؛ Mohammad Ali Majall^{* 2}؛ Jafar Ghahremani³

¹PhD Student, Educational Sciences, Curriculum Planning, Faculty of Humanities, Marand Branch, Islamic Azad University, Marand, Iran

²Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Bonab Branch, Islamic Azad University, Bonab Branch

³Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Marand Branch, Islamic Azad University, Marand, Iran

چکیده

Purpose: The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum.
Methodology: This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software.
Findings: The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support).
Conclusion: According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.

کلیدواژه‌ها

Curriculum؛ technological competency؛ high school

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