Document Type : Original Article
Authors
1
Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
2
Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
3
Graduate of the Curriculum Deelopment, , Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
10.22034/jei.2026.568786.3408
Abstract
This study aimed to investigate teachers' experiences and educational experts' perspectives on mother tongue education in primary schools. The research approach was qualitative and interpretive phenomenological. Participants included teachers and educational experts from East Azerbaijan and Ardabil provinces, who were interviewed using criterion-based and snowball purposive sampling methods with 18 participants until theoretical data saturation. The interview tool was used to collect data, the validity of which was confirmed by the professors of the Department of Educational Sciences of Tabriz University, and the test-retest method was used for coding reliability, which was 74%. The conventional content analysis method was used to analyze the data. The research data analysis led to the extraction of 82 open codes, 15 axial codes , and 3 selective codes of the current situation, necessary infrastructures, and consequences. In the main theme of the current situation, the most important sub-themes were the experience of using the mother tongue, the problems of the non-mother tongue, and the experience of studying in the mother tongue. In the main theme of the necessary infrastructure, the sub-themes of culture building, decentralization, planning, production of course content, and teacher training, etc., and in the main theme of the consequences, the sub-themes of authenticity and identity. were identified. The research findings showed that from the perspective of teachers and experts, despite the importance and benefits of education in the mother tongue, the current state of education in the mother tongue is not suitable and the participants wanted to improve the current situation
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