Explaining the Origins of Curriculum Counseling in Schools from the Perspective of Teachers

Document Type : Scientific - Research

Author

Ph.D. in Curriculum Study, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Shahid Beheshti University, Tehran: Iran

Abstract

Objectives: The purpose of this research is to identify and study the teachers' needs for curriculum counseling and examine the existing gaps in this regard.
Materials and Methods:  The approach of this research is qualitative and it was done with the method of phenomenology. A semi-structured interview was used to collect information. The research community was secondary school teachers of public schools in Tehran, and 14 people were selected to conduct interviews through available sampling. Qualitative content analysis and the method of analyzing themes and categories have also been used for data analysis.
Discussion and Conclusions: Based on the findings of the research, 5 core themes were identified about the origins of curriculum counseling, including teaching and learning methods, evaluation methods, classroom management, implementation of new curricula, and the link between teachers and planners. Also, 29 main categories that were a subset of the aforementioned core categories were identified: teaching and learning method (including choosing a teaching method based on content, choosing a teaching method that fits the characteristics of learners, choosing a suitable educational strategy for specific students, and receiving advice regarding teaching methods), evaluation method (including the suitability of the evaluation method with course subjects, developing a comprehensive evaluation plan, choosing the appropriate method of receiving feedback from learners, and helping teachers in the field of various evaluation methods), classroom management (including developing appropriate lesson plans and facing various classroom challenges), implementing new curricula (including explaining curricula and persuading teachers, correcting and adjusting teachers' resistance, responding to teachers' questions), and link between teachers and planners (including documenting teachers' opinions regarding curricula and helping to modify and adapt curricula to implementation conditions). The teaching profession is more complex and challenging than it seems at first glance, and teachers need to receive expert advice and guidance to carry out activities related to education and teaching, which the establishment of curriculum counselors in schools can play an effective role in this regard. According to the findings of the research, suggestions such as paying serious attention to the needs and challenges of teachers, trying to accurately define the professional duties and responsibilities of curriculum consultants, and planning for the establishment of curriculum consultants in schools are provided to develop and improve the teaching-learning process.

Keywords

References

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