Document Type : Research Article (Quantitative)
Authors
1 PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2 Assistant Professor, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 Associate Professor, Curriculum Planning, Allameh Tabatabai University, Tehran, Iran
4 Assistant Professor, Department of Communication Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract
Purpose: The purpose of this research was to design and validate the curriculum of intercultural competencies of student teachers at Farhangian University. The research method was a qualitative research type, and the foundation data analysis was used to conduct it.
Methodolgy: The statistical population included experts and experts in the field of intercultural competences, who were selected as participants in the research using the purposeful sampling method. The required data was obtained using semi-structured interviews. In order to obtain the reliability and validity of the data, two methods of reviewing the participants and also reviewing the experts who were not participating in the research were used. The reliability of the model was evaluated using the Kappa index. The value of Kappa index equal to 0.629 was calculated and it was placed at the level of valid agreement. Interviews and coding were analyzed using Maxqda software.
Findings: The results showed that 167 primary codes in the form of 19 categories of intercultural psychological effect in education and training, creating a positive attitude towards other cultures, paying attention to intercultural education and training, paying attention to subcultures in intercultural , recognition of differences between cultures, teachers' knowledge of intercultural issues, skills in creating communication, mental skills in creating communication, behavioral skills in creating communication, the role of communication and interaction in intercultural, the role of upstream documents in intercultural, the role of Culture in class tensions, the role of governance regarding interculturality, the role of religion in interculturality, the role of the school as a cultural link, the role of the teacher in interculturality, the role of the education system in interculturality, society's view of interculturality, coordination in skills Mental and behavioral are categorized.
Conclusion: For this reason, a suitable mechanism is needed in order to bring cultures closer and create understanding and interaction between them in the direction of coexistence. Cultural education is one of the right ways to face today's changing world.
Keywords
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