The principles of Teacher’s Ethics: Rethinking Ante-Narratives of Moral Life Beyond Schoo

The main purpose of this study was to design moral education curriculum model for the elementary school of the Iran's educational system. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical population consisted of teachers and experts in the field of moral education that was selected through snowball sampling. A total of 22 people, including 10 teachers and 12 moral education specialists, were interviewed. Semi-structured interviews were used to collect data. The data from interviews were analyzed during three stages of open, selective and theoretical coding, and the conceptual model was formed based on the drawing of the ratio between the main categories or elements of the moral education curriculum. Findings show that the conceptual model of moral education curriculum in two dimensions of why and necessity of moral education and how to develop a moral education curriculum and consists of categories such as necessity and need, approach, goals, content, teaching-learning methods, role of Human resources, evaluation, materials and resources, time and place are formed. The center of gravity or the axial category of this model is its comprehensiveness competency based approach which based on two main attributes namely adjustable attention to the dimensions of knowledge, insight and skill and inclusion of its territory to all school living have been affected the other elements of the curriculum.