IMPLEMENTATION OF THE CURRICULUM THROUGH THE LENS OF ENGLISH TEACHERS’ CURRICULUM CONCEPTUALIZATIONS: A MULTI-CASE STUDY

Date

2023-10-5

Author

Avcı, Nevin

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This study aimed to explore the English teachers’ curriculum conceptualizations working in different types of public high schools and to examine the congruency of those conceptualizations with the teachers’ practices. The study used a multi-case design. The research sites were a Vocational and Technical Anatolian High School and an Anatolian High School, and data were collected from nine teachers. While in the identification of research settings criterion sampling method was employed, to select the teachers eligible for the study typical case sampling method was used. Data were collected through semi-structured interview and observation schedules prepared by the researcher, and review of documents. The data in this study were analyzed through content analysis, using a four step data analysis process: (1) data coding, (2) identification of the themes, (3) organization of the codes and themes, (4) identification and interpretation of the findings (Yıldırım & Şimşek, 2018). As a result of the study, four different types of curriculum conceptualizations were explored. In one of the settings there was a reduced idiosyncratic curriculum conceptualization, while three different conceptualizations were explored in the other as: transformative curriculum conceptualization, curriculum in transition, and disconnected curriculum. Besides, the analysis indicated that the curriculum conceptualizations of the teachers and the teachers’ practices were fully correspondent revealing that the teachers were implementing the curriculum as they conceptualized.

Subject Keywords

Curriculum Conceptualization, Intended Curriculum, Implemented Curriculum, 9th-12th Grades English Curriculum

URI

https://hdl.handle.net/11511/105465

Collections

Graduate School of Social Sciences, Thesis