A phenomenological study of teachers' expectations and experiences of their preparation in line with the fundamental transformation document of education

Dehnavi, Mitra; Jafari Suny, Hossein; Karami, Morteza; Rezvanian, Mehrnaz Sadat

doi:10.48310/itt.2024.16720.961

A phenomenological study of teachers' expectations and experiences of their preparation in line with the fundamental transformation document of education

Document Type : Original Research

Authors

¹ Department of Curriculum and Education Studies. Faculty of Educational Sciences and Psychology, Ferdowsi University, Mashhad, Iran

² Department of Curriculum and Education Studies. Faculty of Education and Psychology. Ferdowsi University, Mashhad, Iran

10.48310/itt.2024.16720.961

Abstract

Background and Objectives: One of the objectives of the Fundamental Transformation Document in the education system is to prepare employees. Accordingly, the aim of this study is to phenomenologically examine teachers' expectations of their preparation in line with the Fundamental Transformation Document.. Methods: The present study was applied in terms of purpose and was conducted with a qualitative approach and descriptive phenomenological method. The data collection method was semi-structured interviews. The participants of this study were all teachers participating in the Fundamental Transformation Document in Education exam in Mashhad, 15 of whom were selected through purposive sampling. The data analysis method was content analysis with three-level coding: open, axial, and selective. Also, in order to ensure the validity of the findings, four criteria (credibility, reliability, transferability, and confirmability) were used. Findings: The findings of the study indicated that teachers' expectations can be categorized into three categories: school, organizational, and social expectations. Also, in-school, professional, personal and abstract experiences showed four main dimensions of teachers' experiences. Facilitating factors were identified in the form of two personal and executive factors and inhibiting factors were identified in the form of three organizational, economic and motivational factors. Conclusion: According to the findings, it can be concluded that the subjects studied did not have a heartfelt and internal acceptance of the Fundamental Transformation Document. Therefore, there is a need to prepare teachers more effectively in order to implement the Fundamental Transformation Document.

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