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This paper aimed to clarify the role of moral concepts in elementary course curriculum. By qualitative content analysis, firstly, the moral concepts in textbooks are inductively determined and then sorted into more general categories. Then, according to fluency and integration in any class and also evolutionary arranging in the whole course, the vertical and horizontal organizations of these concepts are examined. The results showed that Persian books in all courses have the most fictions and the most moral concepts. Unfortunately arranging of concepts in those books are not noticed and among fifteen moral concepts only “good behaving”, “loving humankind” and “effort” have the fluency and integrity factors, qualitatively or quantitatively. The other concepts, not in the repetition, nor in the arrangement, have an appropriate organization in different courses.
 

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The purpose of this study is to investigate the current status of the curriculum for prospective teachers’ ‌moral education. This research was conducted implementing a qualitative approach and using grounded theory. The statistical population includes all the agents involved in designing the curriculum of moral education of prospective teachers who were selected through criterion based purposive sampling. Data were obtained through semi-structured interviews with ten would-be teachers, three graduate students of the university, eight professors of moral education courses, four supervisors and three deputies and cultural affairs officials of Farhangian University. The city of Birjand was collected. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Cuban criteria were used to ensure validity and reliability