The Components of Curriculum Decentering with Emphasis on Teachers’ Role

Masouminejad, Reza; Fathiazar, Eskandar; Mahmoodi, Firooz; Adib, Yusef

The Components of Curriculum Decentering with Emphasis on Teachers’ Role

Document Type : research paper

Authors

¹ . Ph.D. in curriculum development, Farhangian University, Tehran, Iran

² . Professor of science education, University of Tabriz, Tabriz, Iran

³ Associate professor of curriculum development, University of Tabriz, Tabriz, Iran

Abstract

The purpose of this study was to investigate the role of teachers in curriculum decentering and the necessity of paying attention to their importance for a greater role in elementary school curriculum decisions. The research approach is qualitative and is based on conventional content analysis. The statistical population of the study consisted of all elementary school head teachers in West Azerbaijan province during the academic year of 1397-98, They were selected based on purposive sampling and the sampling was continued until data saturation. Semi-structured interviews were conducted with 14 head teachers of elementary education. To control the accuracy and validity of the data, a member control technique and peer debriefing technique were used. The findings of this research include 5 main themes: discourse making, participatory self-leadership, knowledge dynamics, scholarly and skill-building assistants. In fact, teachers can improve the quality of curriculum reforms with different roles that they accept and create a balance between their thinking and their actions.

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