Designing a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System
Subject Areas :
mohsen abdolahi
1
,
Mahbubeh Arefi
2
,
KOUROSH FATHI VAJARGAH
3
,
Abasalt Khorasani
4
1 - Ph.D. Student, Shahid Beheshti University
2 - Associate Professor of Curriculum Studies, Shahid Beheshti University
3 - Professor of Curriculum Studies, Shahid Beheshti University
4 - Associate Professor of Curriculum Studies, Shahid Beheshti University
Keywords: Teachers development, curriculum model, elementary school, grounded theory approach.,
Abstract :
The main purpose of this study was to design a Curriculum Model for the Development of Elementary School Teachers of the Iran's Educational System. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical population consisted of Faculty members and experts in the field of Teachers development that was selected through snowball sampling. A total of 21 people, including 14 Faculty Members and 7 Teachers development specialists, were interviewed. Semi-structured interviews were used to collect data. The data from interviews were analyzed during three stages of open, selective and theoretical coding, and the conceptual model was formed based on the drawing of the ratio between the main categories or elements of the Teachers development curriculum. The conceptual model was formed as follows: causes and necessity (achieving the goals of the educational system, updating teacher skills, complex and flexible teacher role, reform, teacher growth and improving student learning), principles and conditions (teacher-centered, continuity and Sustainability, school-centered and job-oriented, content-oriented and based on student needs), components (content, context and process), correlated factors (personal, environmental, importance and priority, quantity, quality and time) and outcomes (teachers, Programs and students). To ensure validity and reliability, Guba and Lincoln approaches were used, including: acceptability, transferability, reliability and verifiability. Finally, based on the findings and results, guidelines for the implementation of the program are provided.
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