Mental Constructions of Educators from the Entrepreneurship Education Curriculum for Schools

Document Type : Original Article

Authors

1 .

2 Curriculum Planing at Lamerd Islamic Azad University

3 Marvdasht Azad University

4 Lamerd Islamic Azad University

Abstract

The purpose of this research is to investigate the mental structures of educational managers, experts and professors in the field of curriculum and entrepreneurship in schools. The researcher's intention could be discovering the subject of the research with the view of the participants in the research, which was done by a qualitative method with grounded theory.
From the statistical population that included educational managers, experts and professors in the curriculum and entrepreneurship, a sample of 30 individuals were selected by purposeful method for the interviews. The data analysis was conducted using open, focal and selective coding and the findings were presented in the form of paradigm and native theory. The results of the study indicated that in the selection coding stage, the relationship between the criteria of the entrepreneurship education curriculum model was determined in the form of narrative analysis. Accordingly, "designing an entrepreneurship education curriculum" as a pivotal category based on the causal conditions of "environmental policies and objectives" "And" Relationship with the job market "and through the strategies of" coach participation in the production of curriculum "and" continuous engagement with scientific centers ", taking into account" receptor attributes "," as a model ground ", are realized and lead to the realization of" Educational, Educational and Economic Consequences". The reliability of the findings was confirmed by long participation methods and continuous observation in the field of research, peer review and approval of the participants.
 

Keywords

References

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Journal of Curriculum Studies
Volume 14, Issue 53 - Serial Number 53
September 2019
Pages 101-134

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History

  • Receive Date: 05 February 2019
  • Revise Date: 10 July 2019
  • Accept Date: 11 August 2019

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