The pattern of elementary teachers' insight in online education, using foundational data theory

The aim of the current research is to design the model of elementary teachers' insight in online education based on the data-based theory. The statistical population of the research includes elites and experts in the field of curriculum planning and educational management, and the sampling was done using the purposeful snowball sampling method. A semi-structured interview was conducted with a total of 16 experts and the researcher reached theoretical saturation in the data. Strauss-Corbin analysis method was used to analyze the obtained data. After the open, central and selective coding stage, the mentioned model was paradigmatically divided into 5 dimensions of causal conditions, contextual conditions, strategies, intervening conditions, consequences; and was formed including 17 component; and its result has been identified in causal conditions, attention to continuous educational discipline in the field of online education, the existence of interaction between classmates and the teacher, commitment to online education and communication. The category of online education path has been extracted in the section of strategies; the realization of cognitive goals has been extracted in the section of program-oriented concepts and dynamic planning items; and opportunism of online education, transparency in the acquisition of professional skills, and technology-oriented education have been extracted in the section of contextual conditions in the educational concept; the technical adaptability of schools and the ability to plan online education have been extracted in the concept of knowledge of resources and equipment; and strengthening self-efficacy, strengthening professional self-monitoring have been extracted in the topic of consequences in the scientific and technical category and the cognitive concept of understanding timely thinking in decision-making.