Designing a Structural-Interpretive Model of Teachers' Experiences of the Place of Multiple Intelligences in the Curriculum

The aim of the current research was to design a structural-interpretive model of teachers' experiences of the place of multiple intelligences in the curriculum. The mixed research method (qualitative-quantitative) was of an exploratory type, in the qualitative part of the theme analysis and in the quantitative part, a descriptive-survey approach was used. The participants of the qualitative part were university experts (faculty members) and education in the academic year of 2021-02 of East Azerbaijan province, which was selected and saturated in the 20th person. In the quantitative part, the random sampling method used was a multi-stage cluster. The achievement of the qualitative part indicated that the teachers' experiences of the place of multiple intelligences regarding the curriculum elements for the method element include two types of linguistic method and active method; In the objective element, it includes needs assessment, cultural adaptation and individual differences, flexibility, in the content element, it includes challengingness, appropriateness and ease of access; In the instructor's element, including knowledge, skill and attitude and introduction, and in the evaluation element, including the appropriateness of assessment and evaluation with goals, content and learning resources, clarity and transparency of assessment criteria, use of assessment and evaluation methods and flexible assessment were introduced. The validity of the identified cases was checked and confirmed using Guba and Lincoln's four-part design. To check the reliability, the agreement coefficient between two coders was used, and the value of the index was higher than 0.7, which indicated the confirmation of the reliability.