Analysis of teachers' experiences of the implemented sixth-grade elementary social studies curriculum in the field of citizenship education

Subject Areas : Research in Curriculum Planning

zohreh Yousefinejad Langroodi ¹ , parvin ahmadi ² , parvin samadi ³

1 - M.A of Curriculum Planning, Department of Educational Administration and Planning, Factually of Education and Psychology, ALzahra University, Tehran, Iran.
2 - Associate Professor of Curriculum Planning, Department of Educational Administration and Planning, Factually of Education and Psychology, ALzahra University, Tehran, Iran.
3 - Associate Professor of Curriculum Planning, Department of Educational Administration and Planning, Factually of Education and Psychology, Alzahra University, Tehran, Iran

Received: 2020-12-25 Accepted : 2022-06-06 Published : 2022-05-22

Keywords: Social Studies, Citizenship education, elementary school, implemented curriculum,

Abstract :

This study aimed to analyze teachers' experiences with the implemented sixth-grade social studies curriculum in the field of citizenship education. This research is applied in terms of purpose and qualitative in terms of approach, which has been done with the case study strategy. The statistical population of this study included teachers, deputies and administrators with more than ten years of teaching experience who were selected using standard sampling (standard sampling) using purposive sampling. A total of 36 people were interviewed, including 26 teachers, 5 deputies and 5 school principals. The data collection tool was a semi-structured interview. The data obtained from the interview were analyzed using the categorization and coding method developed by Glaser and Strauss. The criteria of reliability, reliability, and "member validity test" were used for data validity and reliability. The present study's findings indicate the existence of several challenges in the implementation of the social studies curriculum in terms of citizenship education and show the dominance of the conservative approach to citizenship education in the implementation of this program. Accordingly, it seems necessary to make major decisions in the implementation of the curriculum as well as change the type of attitudes and beliefs of teachers.

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