درخت حوزه‌های تخصصی

The purpose of the present study is to measure the dominant curriculum orientation of faculty members at University of Kurdistan. In terms of purpose, this is applied study, and in terms of data collection methods, it is a descriptive survey. The target population consisted of all faculty members who were teaching during the 2014-2015 academic year at University of Kurdistan. To collect the data, the census method was employed due to the limited number of the participants. The data collection tools were the “curriculum orientations inventory (COI)” developed by Cheung and Wong (2002) and modified by Mahlios, Rice and Thomas (2004). The results of the study showed that cognitive process and academic rationalism were the most dominant orientations of the faculty members. The results also showed that there is a positive relationship between the faculty members' curriculum orientation and their expertise.

Purpose : This aim of present research was designing an effective professional ethics model in training from the perspective of heads and deputies of education of Tehran province. Methods : This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in both qualitative and quantitative sections was the heads and deputies of education in 2019-20 academic years. The research sample in the qualitative section according to the theoretical saturation principle was 40 people who were selected by purposive sampling method and in the quantitative section according to Cochran's formula were 230 people who were selected by multi-stage cluster sampling method. The research instruments were the semi-structured interview and a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed with using methods of open, axial and selective coding, exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Finding : The results of both qualitative and quantitative sections showed that effective professional ethics in training had 40 indicators and 9 components including self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society. Also, the effective professional ethics model in training had a good fit and all 9 components had a significant effect on the mentioned model (P <0.05). Conclusion : According to the results, planning to improve the effective professions ethics in education is necessary by experts and planners. As a result, they can enhance the components of self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society