تحلیل و اعتبارسنجی مؤلفه‌های الگوی ارزشیابی برنامه درسی کارورزی مبتنی بر اذهان چندگانه گاردنر

اصغر حاجی زاده شبانی; علی اصغر ماشینچی; محمود  صباحی زاده

Authors

Asghar Hajizadeh Shabani Ph.D. Candidate, Department of Educational Sciences, Lam.C., Islamic Azad University, Lamerd, Iran Author https://orcid.org/0009-0009-1894-4011
Aliasghar Mashinchi Department of Education,Lam.C., Islamic Azad University,Lamerd, Iran Corresponding author https://orcid.org/0000-0002-1333-7468
Mahmoud Sabahizadeh Assistant ProfessorIran, Department of Educational sciences ,Farhangian University, Tehran, Iran Author https://orcid.org/0000-0002-0092-7389

Keywords:

curriculum evaluation, practicum, multiple intelligences, content validity, reliability, Farhangian University

Abstract

The present study aimed to analyze and validate the components of an internship curriculum evaluation model based on Gardner’s theory of multiple intelligences at Farhangian University in Tehran. This study employed an exploratory mixed-methods design consisting of qualitative and quantitative phases. In the qualitative phase, thematic analysis was used to identify the dimensions and components of the evaluation model, and data were collected through semi-structured interviews with 18 curriculum specialists, internship supervisors, and experienced teachers. In the quantitative phase, the statistical population included student teachers and internship supervisors at Farhangian University during the 2025–2026 academic year, from which 342 participants were selected through multistage cluster random sampling. Data were collected using a researcher-developed 68-item questionnaire designed based on the qualitative findings and the theoretical framework of multiple intelligences. Content validity was confirmed by experts, and the reliability of the instrument was verified using Cronbach’s alpha coefficient of 0.93. Data analysis was conducted using SPSS-27 and AMOS-26 through confirmatory factor analysis and structural equation modeling. Inferential findings indicated that all dimensions of multiple intelligences had significant direct effects on internship curriculum evaluation. The strongest effect belonged to interpersonal intelligence (β=0.43), followed by intrapersonal intelligence (β=0.39) and spatial intelligence (β=0.35). In addition, all factor loadings exceeded 0.70 and were statistically significant at the 0.001 level. Model fit indices, including χ2/df=2.34, CFI=0.95, GFI=0.93, and RMSEA=0.051, demonstrated that the proposed model had satisfactory fit and acceptable structural validity. The findings demonstrated that Gardner’s multiple intelligences theory can provide a comprehensive and valid framework for internship curriculum evaluation in teacher education systems. Employing a multidimensional evaluation model based on multiple intelligences facilitates more accurate identification of student teachers’ professional, cognitive, communicative, and practical competencies and can contribute to improving the quality of internship programs and professional teacher preparation.

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