Investigating The Curriculum Ideologies of The Work and Technology Teachers and Compatibility of Their Ideologies With High Level Document (Case Study: Middle School Teachers in Khorasan Razavi Province)

Document Type : Original Article

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Ph.D Student of Curriculum studies, Faculty Psychology & Education, University of Thran, Iran

Abstract

Introduction: Today, teachers decide about the main elements of the curriculum in terms of attitudes and beliefs which rooted in their ideologies about the curriculum.The aim of the current study was Investigating curriculum ideologies of the work and technology teachers and compatibility of their ideologies with high level document (case study: middle school teachers in Khorasan Razavi Province).
Method: In terms of nature this study was quantitative, in term of goal, it was applied and in term of data gathering it was descriptive-survey and content analysis. statistical population in the first part is consisted of 994 teachers in middle school teachers in Razavi Khorasan Province in 2016. Using the Simple Random Sampling, the sample size was determined as 269 persons by Morgan and Krejcie sampling table. Its statistical population in the second part which are qualitative content analysis consisted of high level document in education. Three of them were selected with snowball sampling. Research tool in the quantitative part was standard questionnaire developed by schiro (2008) and in the qualitative part check list were used. The Friedman test was used to analyze the data.
Results: The results illustrated that there is no compatibility between the dominant curriculum ideology of work and technology teachers whit high level document. The dominant curriculum ideology of work and technology teachers was academic scholars. dominant curriculum ideology high level document is social efficiency.

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