Volume 5, Issue 1 (Spring 2022)
Iranian Journal of Educational Sociology 2022, 5(1): 126-139 |
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Farahnak M, Mashinchi A A, Gholtash A, Hashemi S A. (2022). Identifying the Components of the Integrated Curriculum of Arts Education from the Perspective of Specialists, Managers and Graduates. Iranian Journal of Educational Sociology. 5(1), 126-139. doi:10.61186/ijes.5.1.126
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URL: http://iase-idje.ir/article-1-1046-en.html
1- PhD Students of Curriculum Planning, Department of Educational Sciences, Lamerd Branch, Islamic Izad University, Lamerd, Iran
2- Assistant Professor, Department of Educational Sciences, Lamerd Branch, Islamic Izad University, Lamerd, Iran
3- Associate Professor, Department of Educational Sciences, Lamerd Branch, Islamic Izad University, Lamerd, Iran
2- Assistant Professor, Department of Educational Sciences, Lamerd Branch, Islamic Izad University, Lamerd, Iran
3- Associate Professor, Department of Educational Sciences, Lamerd Branch, Islamic Izad University, Lamerd, Iran
Abstract: (1989 Views)
Purpose: The aim of this research was identifying the components of the integrated curriculum of arts education from the perspective of specialists, managers and graduates.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the curriculum experts included of specialists, managers and graduates of Farhangian University in 2020 year. The research sample according to the principle of theoretical saturation was considered 28 people who after reviewing the inclusion criteria were selected by purposive sampling method. For data collection were used from take noting and semi-structured interviews methods, which its validity was confirmed by the triangulation method and its reliability was confirmed by the agreement coefficient method between the two coders (r=0.76). Finally, the data were analyzed by content analysis method with a deductive approach.
Findings: The findings showed that the integrated curriculum of arts education from the perspective of all three groups of specialists, managers and graduates were included three dimensions of cognitive, skills and attitudinal and emotional competencies, which the cognitive dimension included the specialized knowledge of the integrated curriculum of arts education, general cognitive competence and general knowledge, the skills dimension included the specialized skill of the integrated curriculum of arts education and general skill and the attitudinal and emotional dimension included the attitudinal competence of the integrated curriculum of arts education and general attitudinal competence.
Conclusion: According to the results of this study, curriculum specialists and planners for design an integrated curriculum of arts education needed to that considers the three dimensions of cognitive, skills and attitudinal and emotional competencies and their components
Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the curriculum experts included of specialists, managers and graduates of Farhangian University in 2020 year. The research sample according to the principle of theoretical saturation was considered 28 people who after reviewing the inclusion criteria were selected by purposive sampling method. For data collection were used from take noting and semi-structured interviews methods, which its validity was confirmed by the triangulation method and its reliability was confirmed by the agreement coefficient method between the two coders (r=0.76). Finally, the data were analyzed by content analysis method with a deductive approach.
Findings: The findings showed that the integrated curriculum of arts education from the perspective of all three groups of specialists, managers and graduates were included three dimensions of cognitive, skills and attitudinal and emotional competencies, which the cognitive dimension included the specialized knowledge of the integrated curriculum of arts education, general cognitive competence and general knowledge, the skills dimension included the specialized skill of the integrated curriculum of arts education and general skill and the attitudinal and emotional dimension included the attitudinal competence of the integrated curriculum of arts education and general attitudinal competence.
Conclusion: According to the results of this study, curriculum specialists and planners for design an integrated curriculum of arts education needed to that considers the three dimensions of cognitive, skills and attitudinal and emotional competencies and their components
Type of Study: Research Article |
Subject:
Special
Received: 2021/06/28 | Accepted: 2021/09/4 | Published: 2022/04/3
Received: 2021/06/28 | Accepted: 2021/09/4 | Published: 2022/04/3
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