عنوان مقاله [English]
Background and Objectives: Nomadic life is fraught with complexities for the nomadic teachers
who have experienced it themselves, and if the teachers who enter it do not have enough knowledge,
they will not be able to provide useful services to the people who deserve the best. The aim of the
present study is to investigate teachers' experiences and perceptions of educational challenges and
limitations in nomadic primary schools.
Methods: To understand the lived experience of teachers, descriptive phenomenological methods
of qualitative research approaches have been used. Samples were selected from teachers who had
served in tribal schools for more than three years. 15 teachers with the mentioned characteristics
were found. Data were collected and then written through semi-structured interviews and targeted
observations. The text analysis of the interviews was done manually using a clerical model. The
reliability of the findings was obtained through repeated inquiries and review by reviewersparticipants and informants.
Findings: Based on the research findings, the experiences of these teachers can be categorized into
three sections: ecological challenges, motivational challenges and curriculum challenges. It included
ecological challenges, early marriage, frequent absences, insistence on punishment, and restriction
of primary education, bilingualism, and student labor. Motivational challenges include academic
interest, school as a place to have fun, drop out of school, and limit learning to school. The challenges
of the curriculum included descriptive assessment, a centralized curriculum, educational facilities,
Conclusion: The findings showed that the teachers studied experienced different limitations from
teaching in nomadic schools and faced a number of challenges in the teaching process as a whole.