The Phenomenology of Teachers' Understanding of Elementary School Curriculum Changes: A Look at the Position of the Distinction between the First and Second Elementary School

Document Type : Original Article

Authors

1 Shiraz education teacher

2 Department of Elementary Education, Kerman Farhangian University,Iran

3 PhD in Curriculum Planning, Farhangian University, Kerman, Iran

Abstract

Background and Objectives: The aim of the current research was the phenomenology of the teachers' understanding of the changes in the curriculum of the first and second elementary school by analyzing the lived experiences of the teachers involved in the elementary school. Method: The method of conducting this qualitative research was carried out with a phenomenological approach, and 25 teachers of the primary school of 2  Shiraz district were interviewed in a semi-structured way and the data were coded. In the selection of interviewees, an effort was made to select teachers who have at least 5 years of teaching experience in the first or second period or two periods. In order to determine the validity and reliability of the data, the three criteria desired by the experts of qualitative studies, include "acceptability", "reliability" and "verifiability". Findings: The teachers expressed satisfaction with the separation of these two primary schools into two courses and were not satisfied with only one dimension (management, supervision and resource efficiency) . Conclusion: The results of this research showed that the separation of students in primary education into the first and second periods can provide the basis for solving many problems in schools and help the mental health of students and improve the performance of teachers.

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