درخت حوزه‌های تخصصی

To analyze the relationship between teachers’ freedom and their required pedagogical content knowledge (PCK), I consider emergent curriculum as an extreme end of curricula with a lot of freedom and autonomy for teachers as opposed to a conventional prescribed curriculum in which teachers have less autonomy. In examining teachers’ pedagogical content knowledge from predetermined curriculum toward emergent curriculum, I argue that required PCK is evolving. At the extreme level of teachers’ freedom some substantially new aspects of PCK are needed. One of the most relevant aspects of pedagogical content knowledge for the emergent curriculum curricular knowledge. In emergent curriculum, the teacher acts as a curriculum developer as well, because curriculum is not determined in advance. Curricular knowledge requires teachers to be expert in fields of learning that are not necessary for teachers in other kinds of curriculum. In addition to substantive PCK, teachers of emergent curriculum have to be both philosophers and artists to be qualified enough to make decisions about curricular issues.

Purpose : The aim of this study was to design and validate an extracurricular curriculum model in junior high school with a social harm prevention approach. Methodology : In this study, the methods of qualitative content analysis, documentary method and descriptive-inferential method were used. The samples for data collection were 20 experts in the field of education and 10 sources related to extracurricular activities in education who were selected by non-probability sampling method of snowball or chain. Data collection techniques were semi-structured individual interviews with extracurricular curriculum specialists and qualitative analysis of texts. The data obtained from the interviews were analytically coded and analyzed using SPSS software. Findings : The findings of this study identified the characteristics of extracurricular curriculum elements with social harm prevention approach for purpose, content, teaching learning strategies and evaluation, respectively, and the initial model of extracurricular curriculum with harm prevention approach. The model was approved after validation by exprts and experts and the implementation of adjustments. The results of this research can be used in the design of extracurricular curriculum in junior high school. Conclusion : According to the research findings, students who participate in extracurricular activities have more social adjustment.