The Situation of Primary Education Teacher Curriculum

The purpose of the study is to make a comparative analysis of the ICT curriculum of Mongolian and International universities that train primary education teachers. The study is a document study, cluster and probability analysis methods (expertise) were used to perform the study, and a Microsoft Excel file-tool was prepared using VBA code to integrate and process the research results. Three Mongolian universities and 8 foreign universities participated in the research. A total of 14 curriculum documents were studied and an excel file with 3+11=14 columns and 46 rows of criteria for research results was created for quantitative and qualitative analysis. A total of 687 research units (cells in the excel file) were evaluated from the database and classified. The research was limited to the content of ICT in primary education teaching curriculum. Referring to the results of the research, our national universities have included more computer software issues in their teacher training curriculum, while foreign schools have incorporated continuous teacher development, evaluation, and planning skills into their ICT teacher curriculum. The importance of this content analysis is to identify the desired competencies that will be reflected in the reform of ICT curriculum in primary education for future teachers.