Comparative Education Society of Iran ( CESIR)
Iranian Journal of Comparative Education
2588-7270
2676-4989
2
3
2019
08
01
A comparative study of revision models of teacher education curriculum in Australia, Singapore and Turkey: New Pattern for Iran
278
297
EN
Azadeh
Bavakhany
PhD student of Curriculum, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
a.bavakhany@gmail.com
Mohammad Hossein
Yarmohamadian
Health Management and Economics Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
mhyarm@yahoo.com
Narges
Keshtiaray
0000-0001-6313-5197
Associate Professor of Curriculum, Isfahan (Khorasgan) Branch, , Islamic Azad University, Isfahan, Iran.
keshtiaray@gmail.com
10.22034/ijce.2020.103833
The purpose of the present study is to investigate revision models of teacher education curriculum in Australia, Singapore and Turkey. This is a comparative qualitative research, and non-experimental research. The most different systems design (MDSD) was used while selecting countries that arecompared within the study.The research findings highlighted the fundamental similarities and differences among the countries under study in terms of different dimensions of the teacher education system including the curriculum and its revision patterns. While Singapore and Turkey follow a centralized system, Australia tends to reduce the power of States and local authorities. From other aspect, the patterns of teacher education’s curriculum revision in all three countries are influenced by local contexts and environmental realities. While the Australian teacher education system is seeking to adopt models that standardize curricula across the country, Singapore is considering the impact of future developments on the teacher education system and is seeking to revise its curricula based on “Life-long, life-deep, life-wide and life-wise." pattern. The findings also show that despite the challenges, Turkey is seeking to revise its teacher training curricula to train skilled teachers who can prepare the young generation to enter and live in Europe - as a developed society -. The research findings suggest that Singapore's experience –compare to Australia and Turkey –is more value-free and could be usebetter by the Iran teacher education system.<br />
Curriculum,Review Models,Teacher Training,Local Requirements,Australia,Singapore,Turkey
https://journal.cesir.ir/article_103833.html
https://journal.cesir.ir/article_103833_9470599f247878312310c4a618d4e617.pdf
Comparative Education Society of Iran ( CESIR)
Iranian Journal of Comparative Education
2588-7270
2676-4989
2
3
2019
08
01
A Comparative Study of Arts Education Curriculum of Primary Schools in Iran and Canada
298
323
EN
Masoumeh
Khosravi Mashizi
M.A. in Curriculum, Department of Education, shahid Bahonar Univesity of Kerman, Kerman, Iran
m.khosravi.9253@gmail.com
Asghar
Soltani
0000-0002-8856-0592
َAssociate Professor of curriculum, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran.
a.soltani.edu@uk.ac.ir
Mehrangiz
Alinejad
Assistant Professor of Curriculum, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran.
malinejad@uk.ac.ir
10.22034/ijce.2020.202208.1052
The rationale for conducting this study was based on an interdisciplinary approach between art and curriculum. The main purpose was to examine Iranian and Canadian primary arts education curricula based on these four components: goals, content, teaching methods and evaluation methods. The research method was comparative, using Bereday’s four-step approach. The sample selection method was based on the strategy of “different systems, different results”. Data were collected using documents, available information in official government databases, books, and publications, that were analyzed based on John Stuart Mill’s agreement/difference method. The findings revealed significant similarities and differences between the primary schools’ arts education curricula in Iran and Canada. The similarities were found to be based on the goals and the differences mainly in the content of curriculum. Regarding the goals, although both countries have used their national cultural backgrounds in formulating the goals, Canada also has considered the native and folk culture in development of the curriculum. Furthermore, in Canada, the emphasis is on awareness of inner emotions as a prerequisite for the production of art. In the element of content, dance and music education is not included in the Iranian arts education curriculum, and in Canada, the storytelling falls under the category of drama. As to the teaching methods, getting artists to teach art is not conventional in Iran’s education, but in Canada, artists teach art alongside teachers.Moreover, the purpose of arts education evaluation in Canada is to "improve learning", while in Iran, the measure of "learning ability" is generally considered.
Arts education,Curriculum,Primary Education,Canada,Iran
https://journal.cesir.ir/article_101046.html
https://journal.cesir.ir/article_101046_1cf4c3c69b1ba8e098f81a8001d5c823.pdf
Comparative Education Society of Iran ( CESIR)
Iranian Journal of Comparative Education
2588-7270
2676-4989
2
3
2019
08
01
Critical Pedagogy in Textbook Development: A Comparative Study of the Previous and the New Iranian High School English Language Textbooks
324
345
EN
Hossein
Davari
English Department, Damghan University
h.davari@du.ac.ir
Abutaleb
Iranmehr
0000-0002-7364-7927
English Language Department
Shahrood University of Technology
Shahrood Iran
a.iranmehr946@yahoo.com
10.22034/ijce.2020.103835
Following the approval and implementation of a significant higher-level educational document known as <em>the fundamental transformation of education</em>, an undeniable reform took place in the field of the English language teaching program in general and English textbook development in particular, in the Iranian formal education system. Regarding the English textbooks, as probably the most important component in any ELT program, especially in societies in which English is taught and learned as a foreign language, a notable transformation in topic and content selection has occurred alongside a reform in its approach and structure. Conceiving the importance of this reform, which has been mostly neglected in the available research on the topic, this paper aimed at comparing descriptively and analytically the type of topic and content which has been integrated in the previous and new high school English textbooks. Findings revealed that through applying critical pedagogy in the development of the new textbooks, a pivotal transition from the mainstream ELT to critical ELT has been manifested. In a more precise word, achieving the joint goal of fostering social development and language skill development on the part of learners, the awareness-raising and controversial topics and content have substituted for neutral and sanitized topics and content.
Critical Pedagogy,Education reform,English language teaching,Iranian education system,Textbook development
https://journal.cesir.ir/article_103835.html
https://journal.cesir.ir/article_103835_c31c3babf0f388bd7ec91bac06ec4a14.pdf
Comparative Education Society of Iran ( CESIR)
Iranian Journal of Comparative Education
2588-7270
2676-4989
2
3
2019
08
01
A Comparative Study in Higher Education Goals of Certain Countries
346
361
EN
Gholamreza
Zaker Salahi
Associate Prof. Research and Planning in Higher Education (IRPHE)
rsalehi514@gmail.com
Ahmad
Keykha
0000-0002-3925-1339
PhD Student , Department of Economics of Higher Education, University of Tehran
ahmadkeykha@ut.ac.ir
10.22034/ijce.2020.103836
The aim of this study is to recognize and make a comparison of the higher education goals of seven countries of China, Germany, Iran, Japan, Russia, U.K., and U.S.A. The countries under study were selected in a way that had a different geographical distribution and higher education system. This is an applied research in terms of nature, qualitative with a comparative method using documentary approach for collection of data. Researchers searched through reputable global databases such as UNESCO, the World Bank, and the Ministry of Higher Education of the target countries. Findings reveal that the most significant common goals of higher education of these seven countries are the increase of international exchange, outsourcing more of higher education activities to the private section, paying attention to availability of higher education for everyone, adapting and synchronizing higher education with job market. However, there are different ways to achieve these goals in the policy-making process of these countries. In advanced countries such as the United States, the United Kingdom and Japan, the realization of a superior scientific and welfare ecosystem has been considered important, with China's and Russia's developing education systems increasingly considering privatization and internationalization. While in Germany the start of new renovations is evident, in Iran the identification and repair of backwardness is emphasized by higher education policymakers.
comparative study,Goals of Higher Education,university
https://journal.cesir.ir/article_103836.html
https://journal.cesir.ir/article_103836_59803db5538a82946f6ac618fae5107a.pdf
Comparative Education Society of Iran ( CESIR)
Iranian Journal of Comparative Education
2588-7270
2676-4989
2
3
2019
08
01
The Process of Forming Professional Development Challenges for Faculty Members of Ghazni University, Afghanistan
362
382
EN
Fraidon
Assadullahi
Yazd, University, Yazd, Iran
assadullahi.f@gmail.com
Mohsen
-
Shakeri
https://orcid.org/00
Yazd University, Yazd, Iran
shakerimohsen@ymail.com
Kazem
Barzegar Bafrooei
0000-0002-5649-0016
Yazd University, Yazd, Iran
k.barzegar@yazd.ac.ir
10.22034/ijce.2020.104631
The purpose of study was to explain the process of shaping the professional development challenges of the faculty members of Ghazni University of Afghanistan. The research approach was "qualitative" and the research method was "Grounded Theory". The target group consisted of faculty members of Ghazni University who were selected by purposeful theoretical sampling. In-depth semi-structured interview was used for collection of data. Interviews were conducted on up to 14 cases and theoretical saturation was obtained. The data were analysed in three levels of open, axial, and selective coding. Triangulation approach was applied for assessing the credibility of findings. Findings indicated that the lack of students’ motivation, inadequate salary and inappropriate welfare status of faculty members, inefficiency of recruitment system and shortage of faculty members, weakness of educational and research system, and lack of supervision and quality assurance system, weakness of academic communications and collaborations, and lack of faculty members participation in making decision process resulted in forming the core concept of "the anti-developmentalism of in-university climate and culture". Further, contextual conditions such as educational finance, laws and regulations, structure and management of university, equipment, facilities, and technology, and university autonomy and environmental conditions such as cultural-social and political environment and security provided potentials for the descriptive reactions of faculty members including employment in other jobs and lack of motivation and apathy, resulting in disturbing the process of empowering students, being unable to respond to the needs of community and labour market, and endangering progress in university.
Faculty Members,Ghazni University,Grounded theory,Professional Development,Afghanistan
https://journal.cesir.ir/article_104631.html
https://journal.cesir.ir/article_104631_42e10cd5e01638d33576b2e7d06ed944.pdf
Comparative Education Society of Iran ( CESIR)
Iranian Journal of Comparative Education
2588-7270
2676-4989
2
3
2019
08
01
A Comparative Study of ICT Programs in Basic Education in Australia, Finland and Iran
383
406
EN
Marjan
Kian
0000-0002-3920-5447
Assistant Professor, Kharazmi University, Iran
kian@khu.ac.ir
10.22034/ijce.2020.103834
International assessments of information and communication technology (ICT) in educational systems show that some countries have made quick advances. This study aimed to investigate ICT policies and programs in the pioneering countries i.e. Australia and Finland and compare them to Iran. To analyze the data and present the results, George Bereday's method was used in four levels of description, interpretation, juxtaposition and comparison. The sample included the relevant documents that were purposely selected through the library and electronic resources. Data were analyzed by qualitative analysis of the documents. The findings showed that Australia's latest action is the National School Reform Agreement 2019-2023, which emphasizes the development of educational programs and curricula. Finland, as the first European country to initiate the integration of ICT in the educational system has been pursuing the development of future teachers' skills, designing e-learning, cultural preparation of schools and attracting business partners by launching the "ICT in School Everyday Life" initiative since 2010. Iran, along with its first efforts in designing programs such as Takfa, Roshd Network and Smart Schools, was able to accompany these developments. Overcoming challenges such as weak private sector participation, lack of long-term financial investment, lack of pre-service teacher training, and lack of coherent evaluation strategies can be a major step in the development of ICT programs in Iranian public education.
Australia,comparative study,education system,Finland,information and communication technology,Iran
https://journal.cesir.ir/article_103834.html
https://journal.cesir.ir/article_103834_40907e88bc23ead004f205a5f7947b4d.pdf