Identifying and explaining the framework of teachers' empowerment in curricula in order to develop the concept of "teacher self" in the school environment

Document Type : Research Paper

Authors

1 PhD in Curriculum Studies, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Bachelor of Elementary Education, Farhangian University, Tehran, Iran

Abstract

The aim of the current research was to identify and explaining the framework of teachers' empowerment in the curricula in order to develop the concept of teacher self in the school environment. The research approach was qualitative and inductive content analysis with emphasis on the researcher's self-understanding. The participants were 18 of them were studied by purposeful sampling of the desired type. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. To validate the findings, the method of rich description of data and self-review of the researcher was used, and to determine the reliability of the data, the method of simultaneous review was used. The findings showed that 6 components of individualism, consensus-building, pragmatism, scientism, ecology and Curriculum self-image are the main themes, with 18 sub-themes and 175 primary themes in order to expand the teachers' influence in the curricula through the concept of teacher self. The results showed that schools, by providing educational opportunities and establishing teacher capabilities as a basis, pave the way for expanding the penetration and influence of teachers in curricula and encourage them by creating a teacher's identity in line with the formation of teacher-centered decision-making approaches.

Keywords

References

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Educational and Scholastic studies
Volume 13, Issue 3 - Serial Number 40
November 2024
Pages 273-295

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