Designing a Curriculum Planning Literacy Model for Elementary School Teachers Based on Data-Based Theory

Document Type : Research Paper

Abstract

The aim of this study was to design a curriculum literacy model for elementary school teachers based on grounded theory. The research employed a qualitative, grounded theory approach. The study population consisted of all elementary school teachers in Omidieh County during the 1401–1402 academic year. Using theoretical sampling, a sample of 15 participants was selected based on theoretical saturation. Data were collected through semi-structured interviews. Data analysis was conducted through open, axial, and selective coding procedures in accordance with the grounded theory method, using MAXQDA software (version 2020). The findings included causal conditions (systemic infrastructure, teaching, and human and academic qualifications); contextual conditions (technical conditions and educational dynamics, teachers’ professional conditions, learners’ learning conditions, school staff conditions, community financial conditions, and comprehensive parental support); intervening conditions (a closed educational environment, lack of parental understanding, learner passivity, weak financial and educational infrastructure, and comprehensive teacher-related problems); strategies (application of innovative educational methods, thinking-centered education, etc.); consequences (changes in the role of learning and learners, improvement of scientific education, etc.); and the core phenomenon (the ability to formulate a path, assess needs, and implement), which can serve as a model to form the basis of curriculum planning literacy for elementary school teachers.

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