Validation of the Curriculum Model for Research-Oriented Teacher Education at Farhangian University
Keywords:
Teacher education, research-oriented teacher, curriculum validation, curriculum model, Farhangian University, action research, teacher professional developmentAbstract
The objective of this study was to validate the curriculum model for research-oriented teacher education at Farhangian University by examining its content validity and evaluating the adequacy of its core domains, including knowledge, attitude, skills, and institutional facilities, based on expert judgments and inferential statistical analysis. This study employed a quantitative survey design for the purpose of validating the proposed curriculum model developed during the qualitative phase of the research. The study population consisted of experts in curriculum planning, primary education, and experienced sixth-grade teachers, from whom twelve individuals were selected using purposive sampling based on their academic qualifications and professional experience. Data were collected using a researcher-developed questionnaire consisting of eleven items derived from the components of the proposed curriculum model, covering the domains of knowledge, attitude, skills, and institutional facilities. The questionnaire was designed using a Likert-type response format and its face and content validity were confirmed by subject matter experts. The reliability of the instrument was assessed using Cronbach’s alpha coefficient, which yielded a value of 0.92, indicating high internal consistency. Data analysis was conducted using the content validity ratio (CVR) method based on Lawshe’s formula, as well as inferential statistical tests including the one-sample t-test and Pearson correlation coefficient, using statistical software. The results of the content validity analysis showed that all components of the proposed curriculum model achieved CVR values above the minimum acceptable threshold, confirming their validity. The one-sample t-test results indicated that the mean scores for the knowledge (M = 3.42, t = 3.65, p < 0.001), attitude (M = 3.63, t = 6.89, p < 0.001), and skill (M = 3.25, t = 6.17, p < 0.001) domains were significantly higher than the hypothetical criterion mean, indicating strong validation and acceptance of these domains. In contrast, the facilities domain showed a significantly lower mean score (M = 1.09, t = -34.51, p < 0.001), indicating insufficient institutional support relative to the expected standard. The findings confirm the overall validity and structural adequacy of the proposed curriculum model for research-oriented teacher education, particularly in terms of its knowledge, attitudinal, and skill components, while highlighting the need to strengthen institutional facilities and infrastructure to support effective implementation of the model at Farhangian University.
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Copyright (c) 2025 Zahra Ghorbani (Author); Hossein Baghaei; Seyyed Abdollah Hojjati (Author)
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