Rezvan Hakimzadeh; fahimeh abbasi; tayyebeh zamani
Abstract
The purpose of this study was to investigate teachers' perceptions of the opportunities and challenges of the School-Specific Curriculum. This study was conducted using a qualitative approach and phenomenological design. Using purposive sampling, data saturation was obtained after 24 semi-structured ...
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The purpose of this study was to investigate teachers' perceptions of the opportunities and challenges of the School-Specific Curriculum. This study was conducted using a qualitative approach and phenomenological design. Using purposive sampling, data saturation was obtained after 24 semi-structured qualitative interviews with teachers. Analyzing teachers' perspectives identifies eight strengths, including: students' practical familiarity with different types of skills, increasing students 'motivation to learn, increasing students' social skills, providing a basis for recognizing students 'abilities, creating a basis for lifestyle modification, increasing students' creative thinking, increasing Teachers' job motivation, encouraging teachers to acquire information about professional skills appropriate to local conditions, as well as six challenges, including: time constraints, lack of executive facilities in suburban and rural areas, restrictions on multi-grade classes, and the reluctance of some teachers to perform. There were inconsistencies in the program implementation process and problems related to evaluating the achievements of the curriculum. The findings of this study contribute the authorities in expanding and strengthening school-based curriculum as a strategy in decentralizing the country's curriculum system.
Abstract
In order to keep pace with developments in the field of science and knowledge, and meet the needs of the individual and society, it is necessary to revise the curriculum in this regards evaluating the results of changes is critical. Due to changes in the scarifying school’s Quran curriculum; evaluating ...
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In order to keep pace with developments in the field of science and knowledge, and meet the needs of the individual and society, it is necessary to revise the curriculum in this regards evaluating the results of changes is critical. Due to changes in the scarifying school’s Quran curriculum; evaluating the results of these changes was the aim of this study with using qualitative approach.The population were all teachers of Birjand’s primary scarifying schools in the 2013-2014 academic years. The method of collecting data was semi-structured interview. Based on grounded theory strategy, data were analyzed with open, axial and selective coding. Results in objective element 1) multiplicity of purposes, 2) lack of time, 3) existing individual differences, 4) The difficulty of some messages and “Partial realization of the objectives” were revealed as category. In content element 1) High volume, 2) lack of time, 3) lack of fitness to age, 4) the unequal distribution areas, 5) effective in growing the values, 6) satisfaction from added content, 7) Effective in self-regulation; and “ content role in achieving the goals” revealed as a category. In the method Element 1) the use of old empirical methods, 2) embracing the new approach, 3) participation and collaboration, and 4) the role of model and media; “Method is effective in achieving the goals” extracted as a category. In evaluation element 1) the relative satisfaction of descriptive evaluation, 2) satisfaction of descriptive evaluation and a category of "evaluation effective in achieving the goals" were extracted.