Elementary Teachers' Experience Of Curriculum decentralization: A Phenomenological Approach

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Masoumi Nejad Reza; FATHI AZAR ESKANDAR; ADIB YOUSEF; MAHMOUDI FIROUZ

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2020 | Volume:17 | Issue:37 (64) Page(s): 46-60

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Title

Elementary Teachers' Experience Of Curriculum decentralization: A Phenomenological Approach

Author(s)

Masoumi Nejad Reza | FATHI AZAR ESKANDAR | ADIB YOUSEF | MAHMOUDI FIROUZ | Issue Writer Certificate

Keywords

Curriculum decentralizationQ1

phenomenologyQ1

teacher experiencesQ1

elementary schoolQ1

Abstract

The present research seeks to explore the common learning experiences of elementary school teachers from the current status of the Curriculum decentralization. The purpose of the study was to demonstrate the measures and actions taken to Curriculum decentralization. The methodology of this research is qualitative research in the form of interpretive phenomenology and The statistical population of the study included all the teachers of elementary schools in Khoy and Chayparaat cities in the academic year of 1395-96 which were selected through targeted sampling. In this regard, semi-structured interviews were conducted with 23 educators. The data were analyzed using Smith's phenomenological method (1995). The findings of this research consisted of four main themes including barriers and constraints, teacher's roles, innovations and stakeholder engagement, each of which had several sub themes, which included a total of 20 sub-components, including: Centralized decentralization, the view of the ruling national curriculum, in-service training, The nature of the elementary school, social acceptance, professional identity, teacher culture, teacher as researcher, teacher groups, teacher position, electronic content generation, Integration Curriculum, Educational plans, constructivist theory, provincial secretariats, conferences, Curriculum guiders, head teachers, teachers' councils, parents and educators associations.

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APA: Copy

Masoumi Nejad, Reza, FATHI AZAR, ESKANDAR, ADIB, YOUSEF, & MAHMOUDI, FIROUZ. (2020). Elementary Teachers' Experience Of Curriculum decentralization: A Phenomenological Approach. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 17(37 (64) ), 46-60. SID. https://sid.ir/paper/380227/en

Vancouver: Copy

Masoumi Nejad Reza, FATHI AZAR ESKANDAR, ADIB YOUSEF, MAHMOUDI FIROUZ. Elementary Teachers' Experience Of Curriculum decentralization: A Phenomenological Approach. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2020;17(37 (64) ):46-60. Available from: https://sid.ir/paper/380227/en

IEEE: Copy

Reza Masoumi Nejad, ESKANDAR FATHI AZAR, YOUSEF ADIB, and FIROUZ MAHMOUDI, “Elementary Teachers' Experience Of Curriculum decentralization: A Phenomenological Approach,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 17, no. 37 (64) , pp. 46–60, 2020, [Online]. Available: https://sid.ir/paper/380227/en

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