Document Type : Research
Authors
- Seyyed Mohmmad Hossein Hosseini 1
- Mahmoud Mehrmohmmadi 2
- Qolamreza Haj Hosseinnezhad 3
- Nader Salsabili 4
1 PhD Student in Curriculum Planning, Kharazmi University
2 Professor, Tarbiat Modares University
3 Associate Professor, Kharazmi University
4 Associate Professor of Research Institute of Education
Abstract
The present article aims at critically analyzing the curriculum change patterns. To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all sources including books, articles, studies and the related research that were selected as the sample mostly through purposive sampling. Through a logbook, the required data were collected and they were analyzed through verbal, visual, and logical inference. Based on the research findings, the curriculum change patterns include Concerns-Based Adoption Mode, systemic change, barriers and resistance to change, change conditions, factors affecting change implementation, three-level organizational change, change characteristics, change process, and three-level systemic educational change. The models, most of which are based on the teleological approach to change and the top-down linear approach to curriculum change, are non-systematic and atomistic and provide an incomplete description and explanation of the reality of curriculum change.
Keywords
Main Subjects
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