Curriculum of citizenship rights in the primary schools from the perspective of Mahabad’s city teachers

The purpose of this paper is to investigate the teachers’ view about curriculum of citizenship rights in elementary schools. To achieve this goal, the phenomenological method has been used. The sampling method of this study is purposeful, according to which 11 people have been selected as participants in the data collection process and its tool is also a semi-structured interview. In order to estimate its validity, the validity criterion and to assess the reliability, the exact interview guidance strategy was used. In data analysis, open, axial and selective coding process has been used. Findings show that the elementary school citizenship rights curriculum in terms of the four elements of objectives, content, methods and methods of evaluation can include cognitive goals of citizenship rights, emotional goals of citizenship rights and practical goals of citizenship rights, social dimension of citizenship rights content, cultural dimensions of citizenship rights content, political dimensions of citizenship rights content and civil dimensions of citizenship rights content, methods practical representation of citizenship rights skills, observing the concepts and skills of citizenship rights and interactive and active methods of teaching the concepts, values and skills of citizenship rights and in terms of citizenship rights curriculum evaluation practices, functional tests, observational measurements, written academic achievement tests have been revealed.