Phenomenology of teachers' understanding and perception of the concepts of curriculum and lesson planning

Document Type : Original Article

Authors

1 Associate Professor of Curriculum Studies, University of Kurdistan

2 PhD student at the University of Kurdistan

3 Master's degree in Curriculum Planning from the University of Kurdistan

10.22034/cipj.2025.65834.1228

Abstract

the purpose of this research is to study the idea, understanding and perception of teachers of the concept of "curriculum" and "lesson planning".The qualitative research approach and its strategy are phenomenological. The data collection tool is semi-structured interviews and the research field includes elementary school teachers in Bukan city. The participants were 12 male and female teachers who were selected through purposive sampling. The data analysis method was carried out through a three-stage process of coding, open, axial and main (selective). The findings of the study indicated that teachers' perceptions and ideas about the concept of "curriculum" included the curriculum as a formal and binding framework; the curriculum as a general and flexible guide; the curriculum as an implementation challenge; the curriculum as a lived experience in the classroom; the curriculum as an official document (approved content and official documents), the hidden curriculum, the curriculum as a philosophical and social construct, and the curriculum as a cognitive and learning construct. Also, their perceptions and ideas about the concept of curriculum planning included understanding curriculum planning as a structured process; Lesson planning as practical experiences and acquired learning, lesson planning as an educational roadmap, lesson planning as a process of organizing content, lesson planning as designing teaching strategies, lesson planning as managing time and resources, lesson planning as paying attention to the needs of learners, lesson planning as a dynamic and visionary process, lesson planning as a cognitive and decision-making process, and lesson planning as an interactive and social process.

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History

  • Receive Date: 08 February 2025
  • Revise Date: 22 March 2025
  • Accept Date: 27 April 2025

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