A Curriculum Induction Model for Beginning Teachers of Primary Schools with a Focus on Professional Development

Document Type : Original Article

Authors

1 kharazmi university

2 Elementary Education Department, Nasibeh Faculty, Farhangian University

3 Curriculum studies department, faculty of psychology and educational science, kharazmi university, Tehran, Iran

4 curriculum studies department, faculty of psychology and educational science. kharazmi university. tehran. iran

Abstract

the purposes of this study is to design and validate a curriculum induction model for beginning teachers of primary schools with a focus on professional development. The research approach is “qualitative”. During the curriculum design phase, integrative Inquiry was applied (The research Synthesis). In addition, in order to determine the validity of the designed curriculum model, Delphi method was used. The key data were collected from the theoretical, experimental and review studies from which were published from 2001 to 2020. The sample included 5 education experts who were selected purposefully. The data were collected by note sheet, and a questionnaire. The results showed that the curriculum induction model for beginning teachers of primary schools has basic characteristics in the field of "emotional and psychological support", "improving the quality of teaching" and "helping the socialization of new teachers". Finally, the curriculum induction model was designed and validated inspired by the Acker model including rationale, aims and objectives, content, learning activities, teacher role, materials and resources, grouping, location, time, and assessment.
 

Keywords

References

 
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Journal of Curriculum Studies
Volume 17, Issue 67 - Serial Number 67
February 2023
Pages 107-138

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History

  • Receive Date: 04 September 2021
  • Revise Date: 24 January 2022
  • Accept Date: 16 March 2022

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