نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانشآموخته کارشناسی ارشد برنامه ریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
2 دانشیار مطالعات برنامه درسی، گروه علوم تربیتی، دانشمده علوم انسانی و اجتماعی دانشگاه کردستان، سنندج، ایران.
3 دانشجوی دکتری برنامهریزی، توسعه آموزش عالی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objectives: Curricula are the beating heart of the education system, and teachers are the primary executors of these programs in the classroom. Teachers' understanding of the goals, content, and teaching methods of curricula plays a decisive role in how they are implemented and, consequently, in the level of student success. Identifying these perceptions will be a fundamental step towards empowering teachers and improving the teaching-learning process in elementary schools. One of the key issues currently facing curriculum change is the challenge of implementing the intended curriculum, as there are numerous obstacles to realizing the policies and goals that policymakers seek to address through curriculum reform. In fact, the gap between the intended and implemented curriculum is substantial. Additionally, since teachers are considered the main executors of the curriculum, their perspectives should be incorporated into the development, pilot implementation, and modification of the program. Therefore, this study aimed to explore the experiences and perceptions of elementary school teachers regarding the implementation of the curriculum in Marivan city.
Materials and Methods: This study was conducted using an interpretive model with a qualitative approach and a phenomenographic method. The study focused on elementary school teachers in Marivan city. For this purpose, 15 teachers participated purposefully and with maximum diversity through purposive sampling. Data were collected using semi-structured interviews, which were employed to carry out the phenomenographic stages according to Yaronin (2004). The data were analyzed using theoretical coding and continuous comparative analysis.
Discussion and Conclusion: Teachers’ understanding and position in relation to the curriculum can be categorized into four main roles: the teacher as a mere executor of the curriculum, the teacher as a moderator, the teacher as a curriculum designer, and the teacher as a leader of curriculum change. Furthermore, the types of implementation by teachers include implementation without teacher intervention and implementation with direct and indirect influence. Additionally, teachers' understanding and experiences of curriculum implementation encompass the curriculum as a mandatory and formal framework, a dynamic and adaptive experience, a learning process for the teacher, the hidden curriculum and informal dimensions of implementation, a formal task in execution, an adaptive and flexible experience, a platform for momentary decision-making, and an opportunity for teacher learning and growth. Finally, several factors affect curriculum implementation, including the level of teachers' knowledge and skills, the availability of financial and managerial incentives, the characteristics of the organization, social support, and teachers' beliefs and attitudes. As a key element in curriculum implementation, teachers play a variety of roles, each significantly impacting the quality of teaching and learning. On one hand, the teacher might act as a mere executor of the curriculum, leading to mechanical implementation without creative intervention. On the other hand, the teacher can serve as a moderator, designer, and even leader of curriculum changes. This diversity in roles underscores the importance of teachers’ understanding and experiences of the curriculum. With a deep understanding of the curriculum and the ability to adapt it to the specific needs of students, teachers can foster a dynamic and effective learning environment. Moreover, curriculum implementation should recognize teachers as active decision-makers rather than mere executors. Various factors, such as the level of teachers' knowledge and skills, financial and managerial support, organizational characteristics, and teachers' beliefs and attitudes, also influence the success of curriculum implementation. Therefore, to enhance the quality of education, it is essential to give special attention to these factors. Accordingly, the curriculum should be viewed as a platform for teacher learning and growth, allowing teachers to make momentary decisions according to existing conditions and effectively address educational challenges. This approach can lead to improvements in the quality of teaching and learning within the classroom.
کلیدواژهها [English]
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