Document Type : Research Paper
Authors
1 MA. in Educational Management, Faculty of Educational Sciences, University of Kurdistan, Sanandaj, Iran
2 Assistant Professor in Educational Management, Faculty of Educational Sciences, University of Kurdistan, Sanandaj, Iran
3 Phd. in Educational Management, Faculty of Educational Sciences, University of Kurdistan, Sanandaj, Iran
Abstract
This study examined social interaction in learning, prior knowledge, and cognitive processing, highlighting the importance of teacher resistance in adapting methods to respond to students' needs and interests. The main objective of this study was to understand teachers' resistance to the prescribed curriculum in the classroom and its impact on teaching and supporting students. Accordingly, the research design of the present study was qualitative-interpretive, employing the narrative inquiry strategy of Clandinin and Connelly (2000). The research field was the education system of the Kurdistan Region of Iraq. The potential participants of the study were primary school teachers in the province of Sulaymaniyah. Therefore, purposive and criterion-based sampling was conducted, including participants who had experience of resisting the prescribed curriculum and possessed deeper insights into teacher resistance and its consequences. To collect data, a semi-structured narrative interview protocol was used. The data were analyzed using thematic analysis following the thematic network approach of Attride-Stirling (2001). The output of the aforementioned analysis yielded three categories of themes: basic, organizing, and global. The identified global themes were as follows: professional autonomy, understanding curriculum as a political text, caring teaching, professionalism in teaching, challenging the reproduction of hegemonic power, human/moral agency, and client-orientation.
Keywords
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