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Presenting a model of cultural knowledge based on indigenous of student-teachers training at Farhangian University of Kurdistan: a qualitative study
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| Effat Abbasi 1, Mostafa Ghaderi2, Ali Hosseini Khah3, Loghman Shakeri4 |
1- Assistant professor, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran. , Effatabbasi@gmail.com
2- Associate professor, Faculty of Psychology and Educational Sciences, Allame Tabataba'i University, Tehran, Iran
3- Assistant professor, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
4- Doctoral student in Curriculum Planning, Kharazmi University, Tehran, Iran. |
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Abstract: (143 Views) |
| The purpose of this study was to present a model of cultural knowledge based on indigenous of student-teachers training at Farhangian University of Kurdistan. This study was a qualitative research that was done using grounded theory method. Fourteen people including teachers and professors of Farhangian University were purposefully identified and selected by snowball method and were interviewed. The obtained data were analyzed using continuous comparison method of Strauss and Corbin. Data coding was performed using Maxqda software. Kappa index was used to measure the reliability of the designed model. The value of the index was equal to 0.776 and was recognized at a valid level. The results led to the identification of 58 open codes out of 334 concepts and 17 main categories from findings. Categories were included: allocating optional courses to teach the components of indigenous culture, understanding local history, understanding indigenous geography, understanding local community, understanding indigenous literature, teaching mother language, knowledge and skills of teachers in curriculum design and its implementation, understanding business practices indigenous, knowledge of indigenous arts, knowledge of local games and entertainment, preservation and development of indigenous culture, effectiveness of the teaching-learning process, cultural identification, religion and customs, decentralized curriculum planning, selection of native teachers and legal requirements. Finally, the categories were presented in the form of a systematic paradigm model. |
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| Keywords: Teachers' knowledge, Cultural knowledge, Knowledge of indigenous culture. |
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Full-Text [PDF 994 kb]
(90 Downloads)
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Type of Study: Original |
Subject:
Curriculum and Educational Planning
Received: 2020/02/12 | Accepted: 2020/11/4 | Published: 2021/09/21 | ePublished: 2021/09/21
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