Lived Experiences of Student-Teachers from the Implemented Curriculum Department for Elementary Education: A Phenomenological Study

The current research was conducted with the aim of understanding the lived experiences of student-teachers of the implemented curriculum of the primary education field in Teacher Training University. The qualitative research approach and the descriptive phenomenological research method were based on Husserl's theory, the participants of the research were students and teachers in the field of elementary education at Teacher Training University of Arak, (Iran) which was conducted using a purposeful sampling approach and using a semi-structured interview with 65 students of elementary education at Teacher Training University of Arak. The data analysis was conducted through a descriptive method based on the Claysey approach, which was implemented using Max Kyoda 12 software. The findings of the research indicated that in the coding process, 4 main categories (reduced by the researcher), 22 sub-categories (reduced) and 55 open categories (suspended) were identified. The lived experiences of the student-teachers were similar in the main and secondary codes, but different in the open codes. The main codes included: acquiring ability in the field of teaching method, using information and communication technology, developing cognitive ability, helping students solve learning problems. According to the results of the research, it was observed that the experiences gained by student teachers overlapped with the topics of the elementary education curriculum, which indicated alignment with the intended goals of the elementary education curriculum of Teacher Training University.