Uncovering the Competencies of Teachers in Nomadic Tribes: A Phenomenological Study

Subject Areas : Research in Curriculum Planning

Yaghoub rahimi pordanjani ¹ , maryam shafiei sarvestani ² , jaafar jahani ³ , Mehdi Mohammadi ⁴

1 - PhD Student in Curriculum Planning, Shiraz University, Shiraz, Iran.
2 - Assistant Professor, Department of administration and education Planning, Shiraz University, Shiraz, Iran.
3 - Associate Professor, Department of administration and education Planning, Shiraz University, Shiraz, Iran.
4 - Associate Professor, Department of administration and education Planning, Shiraz University, Shiraz, Iran.

Received: 2020-05-31 Accepted : 2020-09-27 Published : 2020-11-21

Keywords: nomadic education, teacher competency, deprived regions,

Abstract :

The purpose of the present study was to explore the competencies of teachers working nomadic tribes. It done a qualitative research based on Husserlian phenomenology. The selection of potential participants was based on the criteria of the country's climatic conditions in three climatic zones (mountainous, Caspian and hot and dry) in four provinces of Jahar Mahal and Bakhtiari, Gilan, South Khorasan and Fars. Because teachers with work experience in these provinces cover all three types of weather conditions.Participants in the study consisted of 57 teachers with experience in teaching in nomadic nomadic areas with targeted sampling approach and snowball method. Theoretical saturation was the measure for determining the adequacy of the number of participants. Semi-structured interviews were used as the qualitative data collection instrument. The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data. Given the qualitative approach in this research, thematic analysis was conducted to develop a network of themes signifying the competencies of teachers in nomadic tribes. The themes in this network were classified into basic, first-level organizing, second-level organizing and global themes. The data were initially codified, and a total of 223 basic codes were combined and integrated to form 170 basic themes and 28 first-level organizing themes.

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