Presenting a Model for Compiling Teacher Training Curriculum Development

ABSTRACT: The present study aims at rendering a theoretical model for the development of teacher training curriculum. It is a descriptive survey in nature as well as applied regarding its purposes. The participants are 230 people including teachers of teacher training centers, professors and education experts of Mazandran Universities. The participants were selected as samples to increase the external validity of the model and the components of teacher training curriculum were identified using questionnaires parallel to the research topic, reviewing the literature and relevant theories, which were turned into a single questionnaire having a distance scale and the multiple-choice format, whose validity and reliability were then estimated. The validity of the questionnaire was investigated and its reliability was estimated 93% using Cronbach alpha coefficient. To analyze data, descriptive and inferential, statistics, conceptualization process, factor analysis and path analysis method were used. To investigate the validity of the questionnaire components, factor analysis was done based on the analysis of the main components after evaluating sampling sufficiency (KMO) and "Koroit brtlet" test which are indicative of availability of a suitable condition for using factor analysis. Factor analysis results show that the main components of teacher training curriculum can be modeled in three factors which together explain 80.754% of the total variance of the variables. In the final phase, the simple structure of factors is obtained by varimax rotation of factor matrix and the factors are extracted entitled "design", "implementation" and "evaluation". According to these three effective factors in teacher training curriculum, its conceptual model was designed and the statistics of path analysis was shown in the form of a model in which each of these three factors are of great importance for the teacher training curriculum.