نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانشیار مطالعات برنامه درسی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی دانشگاه کردستان، سنندج، ایران
2 دانشجوی دکتری برنامهریزی، توسعه آموزش عالی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
3 دانشآموخته کارشناسی ارشد برنامه ریزی درسی، 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 in the form of an interpretive model, a qualitative approach, and a phenomenological method. The field of study was elementary school teachers in Marivan city. For this purpose, 15 of them participated purposefully and with maximum diversity through purposive sampling. The data collection tool was a semi-structured interview, which was used to implement the phenomenological stages according to Yaronin (2004). The data were analyzed using open, axial, and selective coding and continuous comparative analysis.
Discussion and Conclusion: The teacher plays various roles in the curriculum, from the executor to the moderator, designer and leader of change; from the executor to the moderator, designer and leader of change. The way the curriculum is implemented can be without the teacher's intervention or with his direct and indirect influence. Teachers' understanding and experience of the curriculum includes the mandatory framework, dynamic experience, teacher learning, hidden curriculum, formal assignment, adaptive experience, momentary decision-making and growth opportunity. Factors affecting the implementation of the curriculum include teachers' knowledge and skills, financial and managerial incentives, organizational characteristics, social supports and teachers' beliefs. As the main pillar, the teacher has various roles in the implementation of the program, and his deep understanding of the program and the ability to adapt it to the needs of students make the learning environment dynamic. Program implementation should consider the teacher as an active decision-maker, not just an executor. Various factors such as teachers' knowledge, supports and beliefs affect the success of program implementation. In addition, the curriculum should be a platform for teacher growth so that they can make appropriate decisions and face challenges, which will lead to improving the quality of education.
کلیدواژهها [English]
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