فهرست مطالب loghman shakeri

The purpose of this study was to present a model of cultural knowledge based on indigenous of student-teachers training at Farhangian University of Kurdistan. This study was a qualitative research that was done using grounded theory method. Fourteen people including teachers and professors of Farhangian University were purposefully identified and selected by snowball method and were interviewed. The obtained data were analyzed using continuous comparison method of Strauss and Corbin. Data coding was performed using Maxqda software. Kappa index was used to measure the reliability of the designed model. The value of the index was equal to 0.776 and was recognized at a valid level. The results led to the identification of 58 open codes out of 334 concepts and 17 main categories from findings. Categories  were included: allocating optional courses to teach the components of indigenous culture, understanding local history, understanding indigenous geography, understanding local community, understanding indigenous literature, teaching mother language, knowledge and skills of teachers in curriculum design and its implementation, understanding business practices indigenous, knowledge of indigenous arts, knowledge of local games and entertainment, preservation and development of indigenous culture, effectiveness of the teaching-learning process, cultural identification, religion and customs, decentralized curriculum planning, selection of native teachers and legal requirements.  Finally, the categories were presented in the form of a systematic paradigm model.

Aim and Among the changes that have been made to the design, development, and implementation of curriculum in Iran, developing and implementing the national curriculum concept have been correct. But whether this document is really comprehensive plan and can it provide the basis for such a comprehensive and profound change? This paper examines the characteristics of the fundamental transformation document in an analytical manner and it criticizes the theoretical foundations of the integration into action in cases of non-compliance and consistency of purpose, non-compliance, lack of transparency and lack of consistency in objectives, lack of internal consistency and external communication failure, longitude and lack of clarity of goals, lack of transparency and consistency in the curriculum and training, non-compliance of identity document National curriculum with the theoretical foundations of national documents, lack of integrity in the concept of education, lack of compliance and consistency of national curriculum with theoretical foundations incompatibility courses in multicultural education and mismatch the theoretical principles combined with action.