The Challenges of Preschool Centers Attached to Primary Rural Schools: Phenomenology Based on the Kaufman Model

The Aim of this study is to investigate the perception of preschool teachers attached to rural primary schools about the challenges of these centers by phenomenological method. The statistical population of the study was all the instructors of these centers in Ghaenat city in South Khorasan province, in the academic year 2018-19. Based on purposive sampling, 17 of these trainers participated in this study. Data were collected through semi-structured interview tools. Data analysis was performed through thematic coding. To evaluate the reliability of the results, the review method was used by the participants and external auditors. Based on the findings; Results in 4 main categories and 11 axes; Coacheschr('39') perceptions of nature (unnecessary, compulsory, useful but annoying), micro-level challenges (coach-related challenges, content and training challenges), macro-level challenges (environmental, managerial, peer-to-peer challenges, and Parents) and the macro level (lack of support and lack of codified planning) were categorized. Finally, according to the results, education is better considering the importance of this course than training specialized instructors in the field of preschool children education and providing a well-organized organizational structure for this course to meet the challenges of these centers, especially in the regions. Rural and primary school annex centers.