Purpose

The purpose of this study was to find out the perception of prospective teachers and teacher educators regarding the curriculum ideologies. The student–teachers and teacher educators from a public university of Pakistan participated in the study.

Design/methodology/approach

The current study has employed quantitative approach and used descriptive survey research design. The data was collected through the convenience sampling techniques. The data was collected through a questionnaire developed by Schiro in 2008. The questionnaire consisting of six parts and each part contains four statements on the curriculum ideologies of Scholar Academy, Social efficacy learner centered and social reconstruction ideology. The population of study comprised of 200 Prospective teachers of education department of a public sector University of Sindh, Pakistan. The data was collected by using 4-point Likert scale. The likert scale was ranging from the first priority to least priority. The reliability statistics was computed through Cronbach alpha α = 0.763. The data was analyzed through Statistical package for social science (SPSS) version 23.0 and mean and percentages were computed in this study.

Findings

The findings of the study revealed that most of the prospective teachers as well faculty members are following the scholar academy ideology to align with national goals of curriculum. The prospective teachers and faculty members believe that knowledge should be transferred from the institutions to the learners rather than the knowledge can be disseminated from the other sources as per the new dimensions for updated curriculum.

Practical implications

The current study suggests curriculum ideology awareness programs should be given to prospective teachers and faculty members before their induction. The study also recommends that a survey study can be conducted from teachers and teacher educators before designing the national curriculum of Pakistan because majority of participants believed that knowledge can only be transferred from institutions.

Originality/value

This empirical study has given thoughtful insights to investigate the curriculum ideologies with new dimensions for those who are studying in teacher education courses and for their mentors. So, this study has contributed new knowledge in the context of Sindh, Pakistan specifically in the domain of curriculum ideologies and frameworks.

中文翻译：

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巴基斯坦高等教育机构的课程升级实践：课程意识形态是否有所作为？

目的

本研究的目的是了解未来教师和教师教育者对课程意识形态的看法。巴基斯坦一所公立大学的学生教师和教师教育工作者参与了这项研究。

设计/方法/方法

目前的研究采用定量方法和描述性调查研究设计。数据是通过便利抽样技术收集的。数据是通过Schiro 2008年开发的问卷收集的。问卷由六部分组成，每部分包含对学者学院课程理念、以社会效能学习者为中心和社会重建理念的四个陈述。研究对象包括巴基斯坦信德省公共部门大学教育系的 200 名准教师。数据采用李克特 4 点量表收集。李克特量表的范围从第一优先级到最低优先级。可靠性统计通过 Cronbach alpha α计算 = 0.763。数据通过社会科学统计包 (SPSS) 23.0 版进行分析，并在本研究中计算平均值和百分比。

发现

研究结果显示，大多数未来的教师和教职员工都遵循学者学院的意识形态，以与国家课程目标保持一致。未来的教师和教职员工认为，根据更新课程的新维度，知识应该从机构转移到学习者身上，而不是从其他来源传播知识。

实际影响

目前的研究表明，应在未来的教师和教职员工入职前为其提供课程意识形态意识计划。该研究还建议，在设计巴基斯坦国家课程之前，可以对教师和教师教育工作者进行调查研究，因为大多数参与者认为知识只能从机构传授。

原创性/价值

这项实证研究为学习教师教育课程的人和他们的导师提供了深思熟虑的见解，以研究具有新维度的课程意识形态。因此，本研究在巴基斯坦信德省的背景下贡献了新的知识，特别是在课程意识形态和框架领域。