Document Type : Research Paper
Authors
1 Associate Professor of Curriculum Planning, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2 PhD student in Educational Administration, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
Abstract
This research was conducted with the aim of studying the narratives of teachers about the concept of imagination in the kindergarten environment. The participants were 20 experienced teachers "11 men and 9 women". Sampling was done in a targeted (heterogeneous) method with maximum diversity. Also, a semi-structured interview charter was used to collect data, which continued until theoretical saturation was reached. In addition, data coding was done using the Brown and Clark (2012) model, using thematic analysis method. And finally, the collected data were analyzed with MAXQDA 20 software. The results showed that four meta-narratives under the headings of "context-oriented, adaptation-oriented, interaction-oriented, and progress-oriented" could be counted from understanding and imagining the concept of imagination. Despite the diversity of meta-narratives, the basic skills for developing the concept of imagination require "creativity and initiative, mental flexibility, divergent thinking and tolerance of ambiguity". And finally, in addition to the challenges and obstacles, their emphasis was on concepts such as "cognitive limitations, social culture, organizational barriers and psychological factors" that the participants emphasized. Therefore, examining and identifying these themes can help to better understand the ways of cultivating imagination and designing effective solutions to face challenges.
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