Analyzing the perceptions of primary school teachers about integrated education; Obstacles and strategies

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

2 Master's Degree in Comparative Education, Allameh University, Iran

Abstract

The purpose of research is to Analyzing the perceptions of primary school teachers about integrated education education; Obstacles and strategies for its implementation in primary schools. The current research was applied in terms of purpose and qualitative in nature, which was carried out by phenomenological method. In order to collect data interview was semi-structured and in-depth with 10 primary school teachers who were selected by bullet sampling method and purposefully. But the interview continued until the tenth person, in order to determine the sample size, the theoretical data saturation was used, so data saturation was achieved in the seventh interview. The findings of the research showed that Obstacles to the full-scale education of teachers are the obstacles of lack of facilities, space and time (hardware and software), high density of students, high volume of textbooks and numerous programs and plans in elementary school, limited ability of teachers and low quality of some courses. the separation of fields and less attention to the overlap of fields, the limitation of scientific and educational resources in schools, the specialization and specialization of parents, the poverty of educational institutions and all-round education centers in education and society, reducing and changing the content of books A lesson based on the transformational documents of education and multi-faceted education, reducing and programs of the primary level and paying special attention to all-dimensional education, writing books, They pointed out the centers and research institutes of student education and education and the inclusion of all-round education courses for students.

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History

  • Receive Date: 12 July 2024
  • Revise Date: 28 July 2024
  • Accept Date: 13 October 2024
  • First Publish Date: 13 October 2024
  • Publish Date: 22 September 2024

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