Document Type : Research Paper
Author
Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
Abstract
The purpose of this research is to present the model of cultural knowledge needed by primary school teachers in the province. Qualitative research approach and grounded theory method was used. The field of research includes professors of Farhangian University of Kerman, primary teachers of the province. In this research, in order to obtain in-depth information, 13 knowledgeable people were interviewed. Data analysis was done in Maxqda software and through open, central and selective coding steps. To measure the reliability of the designed pattern, the reliability index of stability was calculated, and this index was equal to 80%, and the reliability of the coding was confirmed. The research results resulted in 94 open codes among 282 concepts and 20 main categories of findings. The categories include knowledge of local literature, knowledge of local community, knowledge of local history and geography, knowledge of local business practices, knowledge of local arts, knowledge of local games and entertainment, knowledge of local food and its effect on mood and learning, knowledge Handicrafts, indigenization of teachers, legal requirements, religion, customs, focused curriculum and large amount of content, modernization and indigenous culture, development of knowledge and skills of teachers in the field of indigenous curriculum design and implementation, allocation of in-service courses, teachers' skills In knowing and using the local dialect, it serves to preserve and develop local culture, historical cultural identification, and the effectiveness of the teaching and learning process. Finally, the model of cultural knowledge of primary school teachers in Kerman province was extracted.
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