The Scholars Viewpoints about Arts Curriculum Elements for Presenting the Teacher Education Curriculum for Arts (Higher Education)

Document Type : Research Paper

Authors

1 Ph.D. student of curriculum planning, Shahid Rajaee Teacher Training University

2 استاد/دانشگاه تهران مرکز

3 Doctor of Planning and Associate Professor at Shahid Rajaee Teacher Training University

Abstract

The purpose of this study is to explain the views of the experts on the elements of arts curriculum at teacher training (Higher Education) level in order to design a model of a competency-based curriculum for arts. Therefore, 15 experts in arts curriculum and arts education were selected through exploratory qualitative approach and Grounded Theory method based on anowball sampling. These samples were subjected to semi-structured interviews with content saturation. The content validity of the interview questions was confirmed by experts. The initial data were analyzed with MAXQDA software version 2011 through three open, axial and selective coding steps. The findings of the research as well as the implications of ten elements of Akker curriculum model were explained by the analysis of the interviews as the basis of the conceptual model of the curriculum. The curriculum proposed in this research relies on teaching the principle of integration and composition, pluralism and the field of revelation to the teachers. The logic of this pattern includes (artistic revelation, learning in action, specialist credentials, communication, participation and active role of the teacher) and the nine elements of the curriculum has been designed proportional to the results of the conducted interviews The presented pattern could be used as a basis for designing an arts curriculum for teacher training at the higher education level as well as teacher training centers and institutions.

Keywords

References

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