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, and time. 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.
farmahini farahani, M. , madani, S. H. and Azimi Aghbolagh, A. (2021). Phenomenological analysis of teachers' lived experiences of educational challenges in nomadic primary schools. Learner-based Curriculum and Instruction Journal, 1(2), 33-49. doi: 10.22034/cjpj.2021.49035.1016
MLA
farmahini farahani, M. , , madani, S. H. , and Azimi Aghbolagh, A. . "Phenomenological analysis of teachers' lived experiences of educational challenges in nomadic primary schools", Learner-based Curriculum and Instruction Journal, 1, 2, 2021, 33-49. doi: 10.22034/cjpj.2021.49035.1016
HARVARD
farmahini farahani, M., madani, S. H., Azimi Aghbolagh, A. (2021). 'Phenomenological analysis of teachers' lived experiences of educational challenges in nomadic primary schools', Learner-based Curriculum and Instruction Journal, 1(2), pp. 33-49. doi: 10.22034/cjpj.2021.49035.1016
CHICAGO
M. farmahini farahani , S. H. madani and A. Azimi Aghbolagh, "Phenomenological analysis of teachers' lived experiences of educational challenges in nomadic primary schools," Learner-based Curriculum and Instruction Journal, 1 2 (2021): 33-49, doi: 10.22034/cjpj.2021.49035.1016
VANCOUVER
farmahini farahani, M., madani, S. H., Azimi Aghbolagh, A. Phenomenological analysis of teachers' lived experiences of educational challenges in nomadic primary schools. Learner-based Curriculum and Instruction Journal, 2021; 1(2): 33-49. doi: 10.22034/cjpj.2021.49035.1016
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