Critical Analysis of New Elementary School Teachers' Understanding of the Concept of "Education": A Phenomenological Study

Document Type : Research Paper

Abstract

This qualitative study aimed to critically explore novice elementary teachers’ understanding of the concept of education using an interpretative phenomenological approach. The sampling method was purposive, based on the criterion of theoretical saturation. Accordingly, data were collected through semi-structured interviews with 15 novice teachers who taught in elementary schools in Falard County, Chaharmahal and Bakhtiari Province, during the 2022–2023 academic year. The interview questions were designed and refined in two stages based on the study’s theoretical framework. Data were analyzed using Colaizzi’s seven-step method. The findings revealed six subcategories of conceptions of education: faith-oriented education, etiquette-based education, citizenship-oriented education, conscious education, progressive education, and submissive education. These subcategories collectively pointed to the core category of confusion in thought — distress in practice as representing novice teachers’ understanding of education. The results suggest that the absence of a clear perception of the true meaning of education may lead to mistaking means for ends, thereby halting the process of growth halfway. Ultimately, the central message of this study is the need to avoid oversimplification and superficiality regarding the concept and practice of education. Addressing this challenge requires deep, comprehensive reflection on teacher education, both before and during teachers’ professional practice.
 

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References

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History

  • Receive Date: 30 August 2023
  • Revise Date: 03 February 2024
  • Accept Date: 06 February 2024

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