roghaieh mohammadi; Marjan Kian; Majid ali asgari
Abstract
The main goal of this study is to analyze the teachers attitude to the changes of the new curriculumof forth elementary level's reading and writing. The method of study that is used here is a type of quality methods which is called phenomenography. The investigated teachers were those which were teaching ...
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The main goal of this study is to analyze the teachers attitude to the changes of the new curriculumof forth elementary level's reading and writing. The method of study that is used here is a type of quality methods which is called phenomenography. The investigated teachers were those which were teaching in Tehran zone 18 at forth elementary. Using qualitative research methods semi structured in depth interviews and purpose criterion sampling 15 cases of primary school teachers Tehran City were interviewed in deoth theoretical saturation was confirmed. Data were analyzed using coding techmiaues. the basis of the findings , that teachers atthtudes to the reading and writingcurriculum change could be grouped into four axis of teachers reaction, effective factors to their attitudes, positive spots and curriculum weakness. Teachers reaction in the acceptance ground is based on ability, sensibility and making variety through curriculum and unchangeability. Affective factors to the teachers attitude are including, teachers related factors, authorities unsuitable supports and schools conditions. Findings show that new curriculum is positive, in the case of, emphasis on ethical and cultural issues, new contents effrct with the real world and composition with other courses. The weak spots of this plan are, content change's challenging items, books unabsorbsbility for students and the loss of valuation techniques. Therefore recommended that, to increase the teachers information about the significance of this curriculum, with executing sessions and suitable training workshops, we keep the new curriculum safe in the implementing level to gain its intended goals.