Leili Mosalanejad; Bahar Morshed Behbahani
Volume 10, Issue 2 , August 2013, , Pages 130-141
Abstract
Background & Objective: Hidden curriculum is a broad category that includes all of the unrecognized and sometimes unintended knowledge values and beliefs that are part of the learning process in schools and classrooms The hidden curriculum and ethical education have an integral relationship The aim ...
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Background & Objective: Hidden curriculum is a broad category that includes all of the unrecognized and sometimes unintended knowledge values and beliefs that are part of the learning process in schools and classrooms The hidden curriculum and ethical education have an integral relationship The aim of this study is the explanation of teachers experiences in shaping hidden curriculum in the form of a qualitative research Methods: This is a qualitative research and data were analyzed using content analysis was applied Data were collected using indepth semistructured interviews and focus groups with 22 teachers in each group The participants were recruited by purposeful sampling from a mixed group of basic clinical and nursing sciences majors Results: Qualitative content analysis demonstrated 4 themes and 26 subthemes of the role of the teacher in shaping hidden curriculum The themes consisted of: 1 factors related to teacher empowerment 2 interpersonal relationships 3 the teachers personality and ethical characteristics 4 educational characteristics of the teachers performance Each category contained subcategories Conclusion: The result showed the role of teachers in shaping hidden curriculum and the role of this subject in academic social ethical and educational aspects of students Therefore we recommend that all teachers managers and educational executive managers pay attention to this important program and that inservice training be considered for faculty members
