نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانش آموخته رشته مطالعات سیاسی انقلاب اسلامی گرایش آینده پژوهی، دانشگاه شاهد، تهران، ایران
2 دانشیار، گروه مطالعات سیاسی انقلاب اسلامی، دانشگاه شاهد، تهران، ایران
3 استادیار، گروه علوم تربیتی دانشگاه فرهنگیان، البرز، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study examines pedagogical content knowledge (PCK) in teaching courses related to the field of Islamic Revolution Political Studies. The main objective of the research is to identify and explain the constitutive components of content knowledge as well as the strategies required for teaching in this discipline. To achieve these aims, the study employs the reflective essay method, which is categorized within qualitative research. Through this approach, the researchers—drawing on their own scholarly understanding and lived academic experiences—identify and elaborate the foundational components and relevant strategies in the field. The confirmability of the findings is ensured through reviewing the insights and experiences of faculty members specializing in this discipline.
The results indicate that the components fall into four major categories: learner knowledge, disciplinary knowledge, curriculum planning knowledge, and personal knowledge. Specifically, five guiding questions were identified for disciplinary knowledge, six for learner knowledge, four for curriculum planning knowledge, and four for personal knowledge. These questions help introduce key issues and research inquiries and outline the strategies required to address each of them. Furthermore, the study provides a basis for future complementary research and contributes to improving teaching methods in the field of Islamic Revolution Political Studies. Ultimately, the research identifies the challenges and opportunities inherent in teaching this discipline and supports the enhancement of instructional quality in this academic domain.
کلیدواژهها [English]
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