Critical Analysis of New Elementary School Teachers' Understanding of the Concept of "Education": A Phenomenological Study

The basis of any transformation in society is defined in relation to the degree of transformation of the educational system. In this context, the teaching quality of the teacher, as the fundamental axis of development and progress, is considered the basis of transformation in education. For this purpose, the training of effective and efficient teachers is the starting point and one of the essentials of fundamental transformation.The problems of today's world demand authentic education from the teacher, but what we call "human education" does not always have the same meaning or occur at the same level. Perhaps the treatment of humans is similar to that of trained and domesticated animals, in that they are burdened without reaching the level of understanding and thinking, as if they are used as tools to achieve specific goals. With all this, we can truly talk about the education of man to reveal his human essence. From this perspective, true education is about drawing a person towards high human values so that he understands, accepts, loves, and uses those values. Thus, the transformation of a human being into a human depends on education, which means turning to true values.Therefore, this study seeks to understand what education is in the perceptual space of new teachers. Through this analysis, we hope to provide suggestions for policymakers and curriculum planners. Additionally, the results of this study can expand the attitudinal and intellectual dimensions of teachers as the most important level in the realization of reforms. Research Question: What is the understanding of new elementary school teachers about the concept of education?

This is a qualitative research study with a phenomenological design, conducted to critically analyze the understanding of new elementary school teachers about the concept of education. The research population in this study consisted of 15 individuals (7 women and 8 men) who were new teachers. The tool for collecting information in the present study was a semi-structured interview. The analysis of data was conducted using the Colaizzi method. Additionally, to achieve validity, four methods—credibility, dependability, confirmability, and transferability—were employed.

Based on the Colaizzi coding method, after compiling all the interviews, the findings were first categorized into codes. Then, by re-refining the findings, subcategories were obtained. To reduce the amount of data and provide a background for the meaningful concepts of the participants, subcategories were developed through constant comparative analysis. In the last step, the main category of participants' perceptions was calculated to identify the main dimensions of their understanding. The findings showed six ideas: religious education, ethical education, citizen-oriented education, conscious education, modern education, and discipleship education as subcategories. Finally, the main category of “Confusion in Theory - Anarchy in Practice” represents the understanding of new teachers regarding the concept of education. Discussion and Conclusions Various views, sometimes inconsistent with the real flow and original meaning of education, can be seen in the minds of new teachers; each of these views can lead to various speech and actions in the classroom. The fact is that we cannot expect correct methods of education from disturbed minds. If we accept that, in determining the teacher's educational policy, a kind of personal philosophy of education is formed in the teacher's existence, which may guide and determine the path of education, then we must consider the implications of incorrect ideas. If incorrect ideas exist in their minds, we can imagine the dangers that threaten the young generation of a country in the practical field of the classroom. Based on the findings of the present study, a lack of understanding of the meaning of real education may cause what is actually a means to be considered a goal in educational activities, halting growth along the way. Another idea of this study1 is to avoid simplistic thinking about the concept and practice of education. To prevent this damage, the subject of teacher training, both before and after starting teaching, requires a thorough and comprehensive approach