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, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

2 MA in Curriculum Planning, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

3 PhD student in Planning, Higher Education Development, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

Abstract

Objective: The contemporary understanding of curriculum and lesson planning extends beyond the mere preparation of lesson outlines; it encompasses the anticipation of all activities that students, under the guidance of their teachers, are expected to undertake to achieve specific educational goals. Thus, the aim of this research is to explore teachers’ thoughts, understanding, and perceptions of the concepts of “curriculum” and “lesson planning” and to propose a conceptual model.
Method: The research approach is qualitative, and its strategy is phenomenology. The data collection tool used was semi-structured interviews, and the field of research included elementary school teachers in the city of Boukan. The participants consisted of 12 male and female teachers who were selected through purposeful sampling. The data collection tool involved in-depth semi-structured interviews. For data analysis, a three-phase coding process was employed, which included open, axial, and selective coding.
Results: The study’s findings revealed that teachers’ perceptions and interpretations of the term “curriculum” included: the curriculum as a formal and binding framework; a general and flexible guide; an implementation challenge; a lived classroom experience; an official document (encompassing approved content and official records); the hidden curriculum; a philosophical and social construct; and a cognitive and learning framework. Furthermore, their insights on the concept of lesson planning consisted of understanding lesson planning as a structured process; practical experiences and acquired knowledge; an educational roadmap; an organization of content; the design of teaching strategies; time and resource management; consideration of learners’ needs; a dynamic and visionary process; a cognitive decision-making activity; and an interactive and social process.
Conclusion: In conclusion, it must be acknowledged that teachers, based on their practical experiences and interactions within the educational environment, possess a deep and multidimensional understanding of the concepts of curriculum and curriculum planning. These understandings are shaped not only by official documents and frameworks but also by lived experiences and the real needs of the classroom.

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References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 2 - Serial Number 14
September 2025
Pages 109-135

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History

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

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