Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Exploring Teachers' Perceptions of Curriculum Implementation with an Emphasis on Gender Roles in Primary Education

Document Type : Original Article

Authors
Elnaz Aliniyamoghadddam 1
Marzieh dehghani 2
Rezvan Hakimzadeh 3
1 Master's student of Curriculum Planning, Faculty of Education, University of Tehran, Tehran, Iran.
2 Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Education, University of Tehran, Tehran, Iran
3 full professor, Faculty of Education, University of Tehran, Tehran, Iran
10.22034/cstp.2025.508240.1063
Abstract
The present study aimed to explore teachers' perceptions of curriculum implementation with regard to gender roles, using a qualitative approach and descriptive phenomenological method. The field of this research included all elementary school teachers in Qazvin province, who were selected through purposive and criterion sampling. The criteria consisted of teachers' willingness to participate in the study, having 2 to 10 years of practical experience, and working in mixed-gender rural schools in Qazvin province during the 2023-2024 academic year. Finally, semi-structured interviews were conducted with 20 elementary teachers employed in mixed-gender schools in Qazvin province. After data analysis using Colaizzi's method, three main themes emerged: the reproduction of gender roles in the classroom, the creation of new roles in the classroom, and gendered interactions among teachers in the classroom. The findings of this study indicate that most teachers in mixed-gender classrooms continue to perpetuate traditional gender roles between girls and boys.
Keywords
curriculum implementation
gender roles
teachers
learners