Document Type : Original Article
Authors
1
PhD Student in Curriculum Studies, Islamic Azad University, Torbat Heydariyeh Branch, Torbat, Iran
2
Associate Professor of Curriculum Studies, Islamic Azad University, Torbat Heydariyeh Branch, Torbat, Iran (Corresponding Author).
3
Assistant Professor of Philosophy of Education, University of Tehran, Faculty of Educational Sciences, Tehran, Iran
4
Assistant Professor of Curriculum Studies, Islamic Azad University, Torbat Heydariyeh Branch, Torbat, Iran
Abstract
The purpose of this study is to investigate the current pattern of welfare integration in the curricula of second grade students. This research was conducted with a qualitative approach and with the data method of the foundation. The statistical population includes all second grade elementary school teachers who were selected through purposive sampling of the criterion type. The data are obtained through semi-structured interviews with sixteen primary school teachers of Isfahan Education Department. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show twenty-seven central concepts that in the form of a paradigm model include the weakness of the scientific view of well-being in the curriculum as a central category and causal conditions (improper design and compilation of curricula, unscientific view of well-being in Curricula and needs assessment weakness), contextual factors (family and social context, school cultural context, peers and friendship groups, and communication and interactive platforms), facilitator intervention conditions (leisure facilities, vitality In school and hope for the future), restrictive interventionist conditions, strategies, and outcomes were organized.
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