Identify strategies to improve teachers' experiences in the face of curriculum change

The aim of this study was to identify strategies to improve teachers' experiences in the face of curriculum change. The data of this study were collected by phenomenological method, which is a qualitative approach, in the form of observational and semi-structured interviews. In the interview section, 20 primary and secondary school teachers (first and second period) of Nazarabad city in Alborz province, who were selected by purposive sampling, were used. After data collection and analysis, which was done through open, axial and selective coding, a concept map of data analysis was presented. The results of data analysis of this research were expressed in 3 main categories, which also include sub-categories, which are: 1) knowledge-skills change support (knowledge courses, teaching-learning packages), 2) strengthening the role of teachers In change (teacher competence in institutionalizing change, teacher interest and motivation, teacher participation) and 3) Improving the teaching-learning environment commensurate with change (density of learners in the classroom, architectural fit of learning space with change).