1- Ph.D student in Curriculum Planning, Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
2- PhD in Curriculum Planning, Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran , Momenimahmouei@yahoo.com
3- Associate Professor, Faculty of Paramedicine, Health Sciences Research Center, Torbat Heydarieh University of Medical Sciences, Torbat Heydarieh, Khorasan e Razavi, Iran
2- PhD in Curriculum Planning, Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran , Momenimahmouei@yahoo.com
3- Associate Professor, Faculty of Paramedicine, Health Sciences Research Center, Torbat Heydarieh University of Medical Sciences, Torbat Heydarieh, Khorasan e Razavi, Iran
Abstract: (613 Views)
This research investigates the current state of literacy assessment and curriculum evaluation among primary school teachers. A qualitative approach and grounded theory method were utilized, with the statistical population consisting of individuals involved in elementary school curriculum programs selected through purposive sampling based on criteria. Data were collected through semi-structured interviews with twelve teachers, seven school principals, and four primary education supervisors. The data were analyzed using the open, axial, and selective coding methods, with Lincoln and Guba's criteria employed for ensuring validity and reliability. The research identified twenty-two core concepts and seven selected themes, presented in a paradigm model. The model includes a core theme of aggregating curriculum power and authority in the macro context, as well as causal conditions, which are factors contributing to teachers' lack of participation, expertise, and motivation in curriculum evaluation, and factors related to the curriculum itself. Contextual factors such as psychological, cultural, and professional factors were also identified, along with facilitating intervention conditions including attention to teacher training and professional development in curriculum evaluation, needs assessment, and support. Limiting intervention conditions such as individual barriers, structural barriers, and economic challenges were also identified, along with strategies to empower teachers in curriculum evaluation, focus on individual motivation and cognitive skills, and facilitate networking and professional discourse in curriculum evaluation.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/08/14 | Accepted: 2023/08/26
Received: 2023/08/14 | Accepted: 2023/08/26
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
