Curriculum Studies in Teacher Education & Development

Curriculum Studies in Teacher Education & Development

Identifying and Prioritizing the Educational Needs of Elementary Teachers in Relation to Teaching Slow-Learning Students

Document Type : Original Article

Authors
Mohammad Reza Nezamzadeh Ezhieh 1
Afsaneh kalbasi 2
Seyyedeh Somayyeh Jalil -Abkenar 3
1 . M.A. in Elementary Education, Farhangian University, Tehran. Iran.
2 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
3 Department of Psychology and Counseling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
10.22034/jcsted.2025.544215.1038
Abstract
This study aimed to identify and prioritize the educational needs of elementary school teachers regarding the instruction of slow-learning students. A qualitative research approach was employed using criterion-based purposive sampling. Data were collected through semi-structured interviews, and trustworthiness was ensured through credibility, dependability, confirmability, and transferability. Data analysis was conducted using Strauss and Corbin’s coding method. The findings identified six main educational needs and 23 sub-needs: (1) understanding slow learners, including diagnosis and psychological theories; (2) identifying individual problems such as memory impairments (working, auditory, visual), motor difficulties (fine and gross), life skills, social participation, and emotional expression; (3) familiarity with instructional methods, including compensatory, game-based, group teaching, supervised instruction, environmental enrichment, and content adaptation; (4) supportive strategies such as enhancing motivation and confidence, teacher resilience, and talent identification; (5) teaching–learning principles, including hands-on learning, interaction, and attention to student interests; and (6) parent–teacher interaction, including parental support and family education. Prioritization results indicated that instructional methods and supportive strategies were the most critical needs. Accordingly, the study recommends designing pre-service and in-service teacher training programs emphasizing specialized instructional and support strategies, perceptual-motor challenge management, and family education. Future research should further examine effective strategies for identifying and supporting slow learners.
Keywords
Slow learners
Teaching
Elementary teachers
Educational needs

Subjects

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