نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران.
2 دانشیار مدیریت آموزشی ، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
3 دانشیار برنامه‌ریزی درسی، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران.
4 دانشیار دانشگاه حکیم سبزواری، سبزوار، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The main goal of this research was to formulate the theoretical model that governs the current curriculum of religious education at Farhangian University. This research was conducted using a qualitative research method and the grounded theory method based on the systematic approach of Strauss and Corbin. The statistical population of this study included all the main stakeholders involved in the religious education curriculum at Farhangian University, including student teachers, professors, and managers of educational groups at Farhangian University in Khorasan Razavi Province. The sample of the present study included 18 student teachers, 14 professors at Farhangian University, and 3 managers of educational groups, who were selected using purposive sampling. The data were collected through semi-structured interviews and analyzed through three stages of open coding, axial coding, and selective coding. Lincoln and Cuba and Rao and Perry criteria were used to ensure validity and reliability. The research results were organized in a paradigmatic model including inhomogeneity and coordination in the dimensions of the religious education curriculum at Farhangian University as the central category and causal conditions (weakness of students' insight, weaknesses of professors' teaching, university environmental challenges), background factors (legal structure and decisions of the university, peer group, family, and society), facilitating intervention conditions (support and preparation of the university in the field of religious education, attention to religious education in the approved curriculum, and use of constructivist approaches in the university), limiting intervention conditions (education-oriented culture, judgmental view of religion, and weakness of professors' expertise in religious education), suggested strategies (approaches to religious education, designing a strategic plan in the field of institutionalizing religious education, use of incentive mechanisms, moderation in religious education), and current consequences (religious knowledge instead of religiosity in student teachers).
کلیدواژه‌ها [English]
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