Document Type : Research Paper
Authors
1
Doctoral student of Curriculum Studies, Islamic Azad University, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
2
Associate Professor of Curriculum Studies, Department of Educational Sciences, Torbet Heydarieh Branch, Islamic Azad University, Torbet Heydarieh, Iran
3
Assistant Professor, Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran
4
Assistant Professor, Department of Educational Sciences, Torbet Heydarieh Branch, Islamic Azad University, Torbet Heydarieh, Iran
Abstract
The purpose of the current research is to investigate the current situation of writing textbooks and electronic books in the education system. This research was conducted with a qualitative approach and a data-based method. The statistical population includes the main agents involved in writing textbooks including; The authors of the office for authoring education books were school teachers, principals and parents of students; which were selected through purposeful criterion-oriented sampling. Data were collected through semi-structured interviews with ten teachers, six authors, four school principals, and nine parents of students. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show twenty-one core concepts and seven selected categories, which in the form of a paradigm model include fragmentation and lack of attention to the specialized approach in the authoring system as a central category and causal conditions (systemic centralization, weakness in authoring knowledge, lack of existence of interactions and communication network), contextual factors (environmental-structural factors), facilitating intervention conditions (the central content of the educational system, eloquence of textbooks, collective wisdom in authoring), limiting intervention conditions (lack of appropriateness) Content of textbooks with students' needs, authors' lack of mastery of authoring knowledge, exclusivity in authoring), strategies (selecting a wide range of content, continuous and compact organization of content, accreditation and multilateral validation of works, paying attention to new approaches and updating content, networking and interactivity It was organized in the authoring process) and the result (weakness in the educational content of textbooks).
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