Evaluation of Physical Education Teacher Training Curricula at Farhangian University from the Perspective of Emphasizing Teaching Skills

Document Type : Original Article

Authors

1 MA in Curriculum Studies, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

2 Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

Objective: The present study aimed to investigate the extent to which the curriculum of Physical Education at Farhangian University addresses teaching skills.
Method: This descriptive-survey research employed a quantitative approach. The statistical population consisted of all Physical Education students at Farhangian University campuses in Tabriz who had completed a major portion of their coursework and were nearing graduation. Based on Krejcie and Morgan's table, 103 participants were selected through simple random sampling. Data were collected using a researcher-made questionnaire assessing three components of teaching skills: professional, communicative, and cognitive. The face and content validity of the instrument were confirmed by educational experts, and its reliability was estimated using Cronbach’s alpha (α = 0.92). Data were analyzed at descriptive and inferential levels using a one-sample t-test.
Results: The findings indicated that the Physical Education curriculum significantly addressed the three teaching skill components (professional, communicative, and cognitive), and these skills were effectively transmitted to student-teachers during the training process.
Conclusion: Based on the results, it can be concluded that the design and implementation of the Physical Education curriculum at Farhangian University are relatively favorable, with the skill-related objectives of teacher education largely achieved.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 3 - Serial Number 15
December 2025
Pages 39-50

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History

  • Receive Date: 14 February 2025
  • Revise Date: 27 June 2025
  • Accept Date: 13 July 2025
  • First Publish Date: 22 November 2025
  • Publish Date: 22 November 2025

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