Lived Experiences of Student-Teachers from the Implemented Curriculum Department for Elementary Education: A Phenomenological Study

Document Type : Research Paper

Authors

1 Faculty member of the Department of Educational Sciences, Farhangian University of Arak, Arak, Iran.

2 Member of the Faculty of Islamic Azad University, Arak Branch, Arak, Iran.

Abstract

The current research was conducted with the aim of understanding the lived experiences of student-teachers of the implemented curriculum of the primary education field in Teacher Training University. The qualitative research approach and the descriptive phenomenological research method were based on Husserl's theory, the participants of the research were students and teachers in the field of elementary education at Teacher Training University of Arak, (Iran) which was conducted using a purposeful sampling approach and using a semi-structured interview with 65 students of elementary education at Teacher Training University of Arak. The data analysis was conducted through a descriptive method based on the Claysey approach, which was implemented using Max Kyoda 12 software. The findings of the research indicated that in the coding process, 4 main categories (reduced by the researcher), 22 sub-categories (reduced) and 55 open categories (suspended) were identified. The lived experiences of the student-teachers were similar in the main and secondary codes, but different in the open codes. The main codes included: acquiring ability in the field of teaching method, using information and communication technology, developing cognitive ability, helping students solve learning problems. According to the results of the research, it was observed that the experiences gained by student teachers overlapped with the topics of the elementary education curriculum, which indicated alignment with the intended goals of the elementary education curriculum of Teacher Training University.

Keywords


Ahmadi, B. (2001). Structure and hermeneutics. Tehran: Gam Nu Publications.[in Persian]
Asadi Garmaroudi, A; Sharifzadeh, A. (2012). Farhangian University of Qaleh Sand, the fundamental transformation of education. Tehran: School Publications.[in Persian]
Arabi, M; Budlabi, H. (2011). Phenomenological research strategy. Quarterly Scientific Journal of Humanities Methodology. 17(68). 31-58.[in Persian]
Amraleh,O; Hakimzadeh, R. (2014). Comparative study of teacher training curriculum quality assessment system in South Korea, England and Iran. Higher Education Curriculum Studies Quarterly. 5 (9). 7-25.[in Persian]
Borhan, H. (2016). Quality solutions for teaching professional skills of Farhangian University student teachers with emphasis on internship curriculum. A collection of abstracts of the internship conference and development of professional competencies. Gorgan:Farhangian University.[in Persian]
 Jabari, S. (2016). Examining the desired professional qualifications of student teachers of the primary school. Educational Innovation Quarterly. 11(4). 62-33.[in Persian]
Jalilinia, F; Mahrozadeh, T. (2016). Explaining the phenomenological approach in the curriculum. New Educational Thoughts Quarterly. 12(41). 7-30.[in Persian]
Hatami, J. (2021) competency-based curriculum, an undeniable necessity. Bi-Quarterly Journal of Higher Education Curriculum Studies, 12(24) .[in Persian]
Hazeghi Rad, M. (2015). Evaluation of Farhangian University curriculum in terms of compliance with teachers' educational needs. National conference of psychology of educational and social sciences. Sari: Scientific Research Institute of Avaran Danesh.[in Persian]
Hamza Lo, Z; Bagheri, M. (2015). The identity of phenomenology in the curriculum and its application in education. Proceedings of the Second National Conference on Sustainable Development in Educational Sciences and Psychology. Tehran: Soroush Islamic Studies and Research Center.[in Persian]
farhangian University. (A. 2016). The strategic plan of Farhangian University in the horizon of 2025, Tehran: Farhangian University Publications.[in Persian]
farhangian University. (B.2016). Curriculum of continuous undergraduate course in elementary education. Tehran: Farhangian University.[in Persian]
Derakhshan fard, P. (2015). Evaluation of the quality of the educational science curriculum of Farhangian University of Dezful. The first international conference on new researches. Tehran: Soroush Hikmat Mortazavi Center for Islamic Studies and Research.[in Persian]
Dehghan ,A. M; Mahram, B. (2015). Evaluation of the curriculum of Farhangian University in terms of teacher training. Two Quarterly Journals of Higher Education Curriculum Studies. 7(13). 78-100.[in Persian
Soleimanpour, J; Ghaffari, M. (2011). Comparing the views of teachers and student teachers in evaluating the teacher training curriculum of Fava elements based on philosophical and social foundations. Information and communication technology quarterly in educational sciences. 2(1). 59-76.[in Persian]
Shah Talabi, S; Confirmation, F. (2014). Challenges of teaching in university. Research Quarterly in Curriculum Planning. 17 (44)-25-15.[in Persian]
Shabani, Ahmadreza. (2008). Basics of education in teacher training curriculum. Tehran: Poish Publishing.[in Persian]
Safarnavadeh, M; Musapour, N; Azhari, M; Mohammad Shafiei, A.Saeed. (2019). The lived experience of Farhangian University student teachers from the new teacher training internship program in Iran. Bi-Quarterly Journal of Higher Education Curriculum Studies, 10(19), 149-169.[in Persian]
‎ Abbasi, H. (2015). Examining the new curriculum of the Bachelor of Elementary Education at Farhangian University. National conference of the third millennium of humanities. Shiraz: Iran Modern Education Development Center.[in Persian]
Farahani, S. (2014). Assessing the needs of student teachers in the field of educational sciences with the orientation of elementary education at Farhangian University and matching the needs with the education courses of this field. Master's thesis. Tehran: Shahid Rajaei University.[in Persian]
Farahani, A; Nasrasafhani, Ahmadreza. (2010). Evaluation of methods of education and training of primary teachers in the country's higher education system. Educational technology scientific-research quarterly. 5(1). 61-77.[in Persian]
Feis, D. (2010). Strategic analysis of the position of qualitative research in the country and providing strategies for its development using the SWOT model. Strategy Quarterly. 19 (54). 185-169.[in Persian]
Qadri, H; Shekari, A. (2014). Evaluation of the quality of the curriculum of the Department of Educational Sciences of Kashan University. Research Quarterly in Curriculum Planning. 11(14). 162-147.[in Persian]
Qudousi, Fa; MusaPour, N; Faqihi, A. (2017). Phenomenology is a new approach in understanding the curriculum of the undergraduate course in educational sciences. National Congress of Higher Education of Iran. Shahrekord, Farhangian University.
 
Karsheki, H et al. (2013). Evaluation of the content of the educational science curriculum for preschool and elementary school. Research Quarterly in Curriculum Planning. 10(11). 115-103.[in Persian]
Kazemi, F; Shahmirzadi, M. (2010). Teacher training education system. Tabriz: Reza Publishing.[in Persian]
Kinkey, L. (2008). A practical guide to curriculum evaluation. Translated by Moharram Aghazadeh and Ali Akbar Khosravi. Tehran: Ayezh Publications.[in Persian]
Kinkey, Larry. (1387). A practical guide to curriculum evaluation. Translated by Moharram Aghazadeh and Ali Akbar Khosravi. Tehran: Ayezh Publications. .[in Persian]
Moradian, N; Moini, S. (2016). A reflection on the professional qualifications of teachers considering curriculum changes. on 28/5/2016. From: www.sivilica.com .[in Persian]
Mozaffaripour, R; Khosravi, R, Khodadoost, M.R. (2022). Analyzing the experiences of Farhangian University students about the decreasing and increasing aspects of technology in electronic (virtual) education with a post-phenomenological approach. Bi-Quarterly Journal of Higher Education Curriculum Studies, 13(25), 57-87.[in Persian]
Maleki, F. (2012). Comparison of teacher training system in Iran with other countries of the world. on 2/11/2016.[in Persian]
Mikailo, Gh. (2016). Examining the quality of courses and topics in the primary education field of Farhangian University. The second national teacher training conference. Isfahan: Farhangian University.[in Persian]
Milaninejad, A. (2012). Desirable professional qualifications of student teachers of primary education. Quarterly Journal of Educational Innovations. 11(4). 62-33. .[in Persian]
Aguas, P. P. (2020). Key Stakeholders' Lived Experiences While Implementing an Aligned Curriculum: A Phenomenological Study. The Qualitative Report, 25(10), 3459-348
Barnes ,Adrienn.E.(2018).Imoroving teacher traning in Ethiopia:Shifting the contant and approach of pre-service teacher education.The Journal of Elsevier.(70).1-11.
De Warren,N.(2012). Andrea staiti,Geidtigkeit,Leben und geschichtliche welt in der Transzendent aphanomenologie.Husserls. Husserel Sudies.
Nazir,J.(2016).using phenomenology to conduct environmental  education research: Experience and issues. The Journal of Environmental Education. 47(3).pp179-190
Nicol,R.(2014).Entering the Fray: The rol of outdoor education in providing nature-bases experiences that matter. Education philosophy and theory.46(5).pp449-461.
Qureshi,Azhar.(2017). A phenomenological case study of Pakistani science teachers Experiences of professional development. Georgia state university.
Sentence,sue. (2017). Computing in the curriculum: challenges and strategies from a teacher's perspective.Educ inf Technol. (22). 469-495.
Shawer, Saad F.(2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Journal Contents lists available at Science Direct. Teaching and Teacher Education .Vol(63) .PP 296-313..
Smith,J.A,& osborn,M.(2007).Pain as an assault on the self: An interpretative phenomenological analysis of  the psychological impact of chronic benign low back pain. Psychology and health.22(5).pp517-534.
Symeonidis,vasileios. (2017). Phenomenon on – Based teaching and learning thought the pedagogical lenses of phenomenology: The recent curriculum R. www. Reasearchgate .net
Todorova ,Maria.(2017). Pre-service teachers' professional vision of instructional support in primary science classes: How content-specific is this skill and which learning opportunities in initial teacher education are relevant for its acquisition? .The journal ofScience Direct. Teaching and Teacher Education.vol 68 .PP 275-288.
Wojnar, D. M., & Swanson, K. M. (2007).Phenomenology.An exploration.Journal of Holistic Nursing, Vol(25).pp 172-180.
Djuwairiah ,A., Mardiana, M ., Kaharuddin, K. (2021) Meeting the Students’ Expectations: Evaluating the Implementation of English Language Teaching Curriculum. Elementary Education Online, 20 (3). pp. 165-176.