Qualitative analysis of teachers' experiences of the challenges and opportunities of teaching mother tongue in schools

Iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; However, the central education system has not yet managed to comprehensively respond to these needs; Based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. The field of research includes all primary school teachers of Divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. The data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. The themes obtained were analyzed in the form of two sections, challenges and opportunities. The preliminary results related to these sections indicate that, in the first place, the teachers acknowledged that the governance of the educational ideological system, cultural and linguistic integration, and the design of a uniform curriculum are among the most fundamental challenges of mother tongue education; Based on this, some opinions regarding the available opportunities including holding local festivals, teaching through hidden curriculum and finally family-school partnership were raised. The results show that there is no trace of mother tongue teaching in the official curriculum and any teaching about mother tongue is done in the form of hidden or informal ways.

Iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; However, the central education system has not yet managed to comprehensively respond to these needs; Based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. The field of research includes all primary school teachers of Divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. The data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. The themes obtained were analyzed in the form of two sections, challenges and opportunities. The preliminary results related to these sections indicate that, in the first place, the teachers acknowledged that the governance of the educational ideological system, cultural and linguistic integration, and the design of a uniform curriculum are among the most fundamental challenges of mother tongue education; Based on this, some opinions regarding the available opportunities including holding local festivals, teaching through hidden curriculum and finally family-school partnership were raised. The results show that there is no trace of mother tongue teaching in the official curriculum and any teaching about mother tongue is done in the form of hidden or informal ways.

Iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; However, the central education system has not yet managed to comprehensively respond to these needs; Based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. The field of research includes all primary school teachers of Divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. The data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. The themes obtained were analyzed in the form of two sections, challenges and opportunities. The preliminary results related to these sections indicate that, in the first place, the teachers acknowledged that the governance of the educational ideological system, cultural and linguistic integration, and the design of a uniform curriculum are among the most fundamental challenges of mother tongue education; Based on this, some opinions regarding the available opportunities including holding local festivals, teaching through hidden curriculum and finally family-school partnership were raised. The results show that there is no trace of mother tongue teaching in the official curriculum and any teaching about mother tongue is done in the form of hidden or informal ways.

Iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; However, the central education system has not yet managed to comprehensively respond to these needs; Based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. The field of research includes all primary school teachers of Divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. The data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. The themes obtained were analyzed in the form of two sections, challenges and opportunities. The preliminary results related to these sections indicate that, in the first place, the teachers acknowledged that the governance of the educational ideological system, cultural and linguistic integration, and the design of a uniform curriculum are among the most fundamental challenges of mother tongue education; Based on this, some opinions regarding the available opportunities including holding local festivals, teaching through hidden curriculum and finally family-school partnership were raised. The results show that there is no trace of mother tongue teaching in the official curriculum and any teaching about mother tongue is done in the form of hidden or informal ways.

Iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; However, the central education system has not yet managed to comprehensively respond to these needs; Based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. The field of research includes all primary school teachers of Divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. The data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. The themes obtained were analyzed in the form of two sections, challenges and opportunities. The preliminary results related to these sections indicate that, in the first place, the teachers acknowledged