Designing a Curriculum Model for Educating Research-Oriented Teachers (Case Study: Farhangian University)
Keywords:
Curriculum design, teacher researcher, Farhangian University, curriculum changeAbstract
This study aimed to design a comprehensive and context-based curriculum model for educating research-oriented teachers aligned with the mission of Farhangian University. This applied study adopted a qualitative research design using deductive qualitative content analysis. Participants consisted of 13 faculty members and experts in curriculum studies, educational management, and educational technology from Farhangian, public, and private universities in East and West Azerbaijan provinces, selected through purposive and snowball sampling. Data were collected via semi-structured interviews and validated using credibility, dependability, confirmability, and transferability criteria. Data analysis yielded 174 open codes, which were systematically categorized into key curriculum elements, including foundations, rationale, principles, educational objectives, content, learning activities and experiences, teaching strategies, instructor competencies, learning resources, time and space organization, learner grouping, and evaluation. The resulting model emphasizes the integration of research and practice, problem-centered learning, reflective professionalism, and the development of teachers’ research competencies. The proposed model provides a robust framework for revising teacher education curricula at Farhangian University with a focus on fostering research-oriented teachers.
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References
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