Presenting Research-oriented Curriculum Pattern for Preschool Period (Case Study: Tehran)

Curriculum Research

مقاله 1، دوره 4، شماره 1 - شماره پیاپی 11، فروردین 2023، صفحه 1-14   

نوع مقاله: Original Article

نویسندگان

Parisa Arjomandi¹؛ Hamidreza Rezazadeh Bahadoran^{* 2}؛ Alireza Assareh³؛ Abbas Khorshidi⁴

¹Ph.D. Student of Curriculum Studies, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

²Assistant Professor, Department of Psychology and Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

³Professor, Department of Psychology and Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran.

⁴Professor, Department of Psychology and Educational Sciences, Eslamshahr Branch, Islamic Azad University, Eslamshahr, Iran.

چکیده

Purpose: The present study aims to provide a research-oriented curriculum Pattern for a preschool period.
Methodology: The method is considered applied, qualitative, and self-emerging in terms of objective, data, as well as nature and type, respectively. In total, 15 experts were selected based on the snowball theoretical sampling method and theoretical data saturation. The instrument included a semi-structured interview in which the dimensions, components, and indices of the research-oriented curriculum of the preschool period were set. To this aim, all of the national and global Patterns, results, studies, and theories were assessed for the above-mentioned interview form. Then, the indices were counted with open coding, categorized in the form of dimensions, components, and indices through axial coding, and submitted to 15 experts. In the next step, the dimensions and components were identified using selective coding through interviews, the Delphi technique, and brainstorming.
Results:  resulting in finalizing three dimensions, 26 components, and 142 indices for the research-oriented curriculum Pattern of the preschool period. In the following procedure, the dimensions, features, and indices of the Pattern were drawn after the final confirmation and prioritization of the experts.
Conclusion: Finally, the aforementioned Pattern was validated again by the experts.

کلیدواژه‌ها

Teaching method؛ Content؛ Evaluation؛ Learners