Perception of professors and new teachers from the dimensions of the neglected components of the educational sciences curriculum of Farhangian University

The aim of this study was to identify the dimensions of the neglected components in the curriculum implemented in the field of educational sciences of Farhangian University. The approach of the present study, based on the nature of the research objectives, is qualitatively phenomenological and descriptive. Participants in the study were professors and teachers, graduates in the field of primary education at Farhangian University, 98-97. Participants were selected by purposive sampling based on the experiences of both groups by snowball method and this theoretical saturation was finally completed for 12 professors and 15 new teachers. In-depth semi-structured interviews were used to collect qualitative data. Also, in order to check the validity, the information obtained from the analysis of the text of the interviews was given to the supervisors, advisors as well as specialists at Farhangian University; The reliability of the data was confirmed by three criteria considered by qualitative study experts: including: acceptability, reliability, and verifiability. Based on the structure of the interview, the seven-step Klaizi method was used to analyze the participants' perceptions. After the above steps, seven main dimensions including: organizational structure and university course, necessary professional skills and proper performance of the teacher, attention to the learner's needs, appropriateness of the subject and course materials with student resilience, central research in the classroom, were extracted. Recognizing and introducing the neglected components in the country's teacher education system can help policy makers, administrators and educational planners in adopting appropriate strategies to reduce the gap between the current and desired situation in this field and improve the status of implemented curriculum components.