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This study aims to identify and explain the experience of teaching art in the elementary school teachers was conducted. In this context, an essential question is examined: primary school teachers, learning how to experience the arts curriculum? Using qualitative research methods, semi-structured in-depth interviews and purposive sampling, 10 cases of primary school teachers Mehdishahr city were interviewed in depth. Theoretical saturation was confirmed at the end of my interview. Data were analyzed using coding techniques and the three criteria of validity and acceptability, reliability and scalability approval was obtained. The findings of the research, experience in teaching art in the elementary school teachers in the three main axes showed weakness honor the art, the lack of education, lack of parental interest. Based on these findings, teachers have not been successful in teaching the art curriculum and have failed to benefit from the potential for teaching art lessons. Despite the interest in the issue of teachers' verbal art unimportance among other courses in the teaching of practical arts curriculum for teachers is obvious. This is because art teachers from time to compensate for falling behind their modules to use. Facilities generally will address the curriculum of art as much as it abstained. Based on theory and research findings, strategies to overcome the challenges of art education in primary schools is recommended, including art lesson plans independently, providing specialized service training courses, particularly arts teachers, creating suitable for exchange of experiences among teachers, funding and facilities in accordance with the requirements of art lessons, parents and families to raise awareness of the importance of arts education.
 

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The research goal was to investigate the outcomes of implicit curriculum from university students’ point of view.A purposeful sample of 15 professors and 20 students from shiraz university participated in the study. Data were collected through the research literature and by doing interviews with key experts and then the collected data analyzed by using the thematic network model. The set of 154 coded-common experiences were identified. Findings were classified into three major categories including: 1) basic concepts; 2) organizing themes; 3) inclusive themes. Results generally indicate that the main outcomes that students learned through the implicit curriculum are as follows: 1) authority; 2) discipline behaviors; 3) sense of comfort; 4) self- worth; 5) self-control; 6) social solidarity;  7) value-oriented approach; 8) responsibility;  9) passing exams with the minimum of effort; 10) cheating ; 11) stereotyping; 12) gaining scientific spirit; 13) deep study, and 14) undeep study.

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A research was conducted using qualitative approach, to identify the required knowledge for mathematics educators that are preparing prospective elementary teachers. Two mathematics educators from “Farhangian University” participated in this study. The data collected from four different sources observation of virtual classes of two participants while teaching multiplication and division of fractions, semi-structred interviews with participant, educators’ lesson plans and first author’s field notes. The classes hold virtually due to the Covid-19 pandamic. After many levels of systematic data reduction, three categories emerged as “the role of educators’ beliefs in teaching mathematicsL, “choosing challenging content for developing conceptual understanding of multiplication and division of fractions and “recognition of misconceptions of elementary students”. As a result, a theoretical framework developed for required knowledge of mathematics educators with four components as “knowledge of mathematics-content”, “knowledge of mathematics curriculum", "knowledge of students’ mathematics misconceptions” and “knowledge of modifying teaching to fit the situation.”