عنوان مقاله [English]
The purpose of this paper is to identify and rank the failures in the implementation of the curriculum in the field of "Geography Education" at teacher training university. Since 2011, along the Document of Fundamental Change, the National Curriculum, the Prospectus Document and its Statute, with the mission of human training in education, this university was based on teacher training centers and sought extensive changes in the topics and educational resources of the university with forming 16 disciplines called "education". One of these 16 disciplines is "Geography Education", that were offered for it: 150 courses, including 27 general courses, 19 Islamic training courses, 18 training courses and 86 specialized courses in four years.
Therefore, the present study, as a mixed method study in terms of practical purpose and information collection method, has used the qualitative method of case study and open interview tools and abstract quality for the purpose of content analysis. In the quantitative method, the questionnaire tool was used in the statistical population consisting of students, professors and curriculum planners of teacher training university and SPSS and Friedman test were used for prioritization for statistical analysis. The volume of statistical population in the group of professors and curriculum planners were determined as a whole and in the group of students according to the method of theoretical saturation in the interview, 15 people in the form of snowball. The formal narrative method was used to determine the validity of questions (using the opinion of professors and curriculum planners) and Cronbach's alpha method was used to determine the reliability. The reliability of the questions was obtained as 0.832 among teachers, 0.852 among curriculum planners, and 0.763 among students. The obtained results confirmed acceptable reliability for the questionnaire.
Although the university's curriculum planners believe that all elements of the curriculum have been properly explored in geography education, the research findings show that in opinion of the three groups of target society, teaching strategies, goals, content, learning activities are the most important elements of the curriculum, which are among the most important failures of geography education curriculum with different values.
As a result, according to teacher training university approach to education, including geography education, research findings show that university goals such as: pioneer in education, research, production and promotion of beneficial science required by education, pre-eminent in education and professional and specialized training-oriented, capable of using new educational and training technologies in carrying out missions, based on the criteria of the Islamic system, etc., although could be extracted from the upstream documents such as the document of fundamental change in education, but they still require more efforts from planners, professors and the students to reach the destination and fulfill the goals defined by the university.