TEACHER EDUCATION CURRICULA CHANGE: FACULTY MEMBERS’ PERCEPTIONS AND FACTORS INFLUENCING THEIR PERCEPTIONS

Date

2023-10

Author

Aydın, Özge

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The present study aspired to reveal faculty members’ perceptions on curriculum change in teacher education together with the factors influencing their perceptions. Faculty members’ roles, responsibilities, and curricular practices while developing, revising, or implementing curricula changes were also investigated besides their perceived knowledge and skills in curriculum and instruction subsequent to the delegation of authority to Faculties of Education or Educational Sciences. The participants were 41 faculty members who were working at 13 different departments at 13 different faculties representing the seven geographical regions of Türkiye. The study utilized a semi-structured individual interview protocol developed after an extensive literature review, expert opinions, and piloting. The interviews were transcribed verbatim and subjected to content analysis via MAXQDA 2022. The findings of the study indicated that faculty members tended to either embrace or resist curricula changes depending on characteristics of the change, contextual and external factors. In the event of a curriculum change, faculty members were expected to serve as a researcher-observer, pathfinder in curriculum development, lifelong learner, team player, cherisher of teacher education and its curricula, and defier of hardships. Moreover, faculty members employed certain top-down and bottom-up curricular practices at faculties. As for the final step, their perceived knowledge and skills were summarized under the themes of curriculum development notion, instructional planning, and curriculum evaluation. It is expected that these findings may shed light on forthcoming curriculum development efforts at faculties, provide critical reflections on HEC’s delegation of authority and implications for faculty members’ professional development needs in the field of curriculum and instruction.

Subject Keywords

program değişimi, öğretmen eğitimi, öğretim üyeleri, yetki devri, eğitim programları ve öğretim

URI

https://hdl.handle.net/11511/105485

Collections

Graduate School of Social Sciences, Thesis