The purpose of this study was to investigate how 10th grade Arabic teachers confront with Arabic curriculum reforms. This research was conducted by phenomenological approach. The participants in this study included 15 Arabic teachers in the 10th grade in Hamedan, in the academic year of 2017-18 which were selected through snowball sampling method. The data collection tools included semi-structured interviews and the collected data were analyzed using coding and categorization methods in three levels of knowledge, attitude and behavior. The results indicated that in general, Arabic teachers have a fairly good awareness of the nature of changes and reforms (approach and form), although they are less aware of the philosophy behind the changes. Their attitudes that teachers showed could be divided into three categories according to the approach of the textbook: agree with the changes, oppose the changes, agree with the approach of change but opposing its realization in the Arabic textbook. Also, teachers' behaviors against changes could be categorized into three categories: maximum changes, reduction, and addition.
Zivari Morad, M., Khakbaz, A., & Rayaan, M. (2019). A Study of 10th Grade Arabic Teachers' Confrontation with Arabic Curriculum Reforms. Journal of Curriculum Studies, 14(53), 77-100.
MLA
Masoumeh Zivari Morad; Azimehsadat Khakbaz; Masoumeh Rayaan. "A Study of 10th Grade Arabic Teachers' Confrontation with Arabic Curriculum Reforms". Journal of Curriculum Studies, 14, 53, 2019, 77-100.
HARVARD
Zivari Morad, M., Khakbaz, A., Rayaan, M. (2019). 'A Study of 10th Grade Arabic Teachers' Confrontation with Arabic Curriculum Reforms', Journal of Curriculum Studies, 14(53), pp. 77-100.
VANCOUVER
Zivari Morad, M., Khakbaz, A., Rayaan, M. A Study of 10th Grade Arabic Teachers' Confrontation with Arabic Curriculum Reforms. Journal of Curriculum Studies, 2019; 14(53): 77-100.
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