Designing a Curriculum Model Based on Schwab's Pragmatic Perspective (Integration of Theory and Practice) in the Internship Course of Farhangian University

Abstract

Purpose: The present study aims to design a curriculum model based on Schwab’s pragmatic perspective (integration of theory and practice) for the internship course at Farhangian University.  Methodology: This applied research was conducted using a qualitative approach and the qualitative content analysis method. The research population consisted of Joseph Schwab’s original articles and sources related to the theory of deliberative curriculum. Data were collected through purposive sampling and document analysis, including four of Schwab’s primary articles, three relevant domestic studies, and the internship course textbook. Data analysis was carried out using open, axial, and organizing coding methods. Findings: The findings revealed that the curriculum model based on Schwab's integration of theory and practice for the internship course at Farhangian University includes 280 basic themes, 281 central and sub-themes, and 9 organizing themes. These organizing themes encompass the following curriculum elements: objectives, methodology, content, evaluation, rationale, prerequisites, the role of the university supervisor, the role of the mentor teacher, and the role of school management. Conclusion: Designing a curriculum model based on Schwab’s pragmatic view (the integration of theory and practice) for the internship course at Farhangian University is proposed as an effective solution for transforming theories into practice within real-world settings. It is essential to emphasize this principle, ensuring that student-teachers are trained on all these components during their internship period. Authorities in charge should thoroughly examine the curriculum grounded in Schwab’s pragmatic view and establish necessary coordination among universities, schools, and the Ministry of Education. This would facilitate structured implementation, ensure appropriate experiences for student-teachers, and enable closer supervision by university faculty members.