Transformation of centralized curriculum into teaching and learning processes : teachers' journey of thought curriculum into enacted one

Download

index.pdf

Date

2013

Author

Tokgöz, Özlem

Metadata

Show full item record

Item Usage Stats

483
views

241
downloads

The aim of this study was to investigate how teachers perceive and understand the centralized social studies curriculum, and how they transform this curriculum into classroom practices through planning and teaching. A phenomenological qualitative study was employed in the study and data collection process composed of two phases. In the first phase, data were collected from 30 4th and 5th grade teachers through semi-structured interviews. In the second phase, observations and follow up interviews were conducted with 10 4th and 5th grade classroom teachers. The results indicated that transformation of curriculum, including teachers? thinking about the instruction, their instructional planning practices, their decision making process, and their classroom practices was related with teachers? perceptions of the curriculum and their understanding about the philosophy, theory, and policies behind the curriculum. Moreover, the level of teachers? commitment to curriculum during transformation of it was also linked to the level of their taking part in the curriculum development process. Challenges of curriculum implementation were also identified as standardized curriculum, national testing system, limited information about practicing constructivist curriculum in class, insufficient in-service training programs about implementation of constructivist curriculum, school context, classroom environment, large class size, lack of support from administrators, meeting the varied needs of students with different backgrounds, allocated time for units and instruction, ineffective curriculum materials, and lack of resources. The findings further revealed that teachers? varied approaches to transformation of curriculum depend on their perceptions and understanding of the curriculum, experience, educational backgrounds, knowledge on the subject matter, their educational approach, students, and school context.

Subject Keywords

Education, Curriculum enrichment., Curriculum evaluation., Curriculum planning., Instructional systems.

URI

http://etd.lib.metu.edu.tr/upload/12616079/index.pdf
https://hdl.handle.net/11511/22665

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Transformation of Centralized Curriculum into Classroom Practice An Analysis of Teachers Experiences Kaya, Ebru; Çetin, Pınar Seda; Yıldırım, Ali (2012-01-01) The main purpose of this study is to investigate how teachers transform the centralized curriculum into classroom practice. This study is designed within a phenomenological framework. Specifically, the experiences of seven high school chemistry teachers from three different high schools in Turkey during the implementation of nation-wide curriculum into classroom practice were studied through a qualitative in-depth interview. These teachers were selected based on maximum variation sampling method. A semi-str...
Implementation of the new eighth grade english language curriculum from the perspectives of teachers and students Dönmez, Özge; Engin Demir, Cennet; Department of Educational Sciences (2010) This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatlı town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews ...
Implementation of the New Eighth Grade English Language Curriculum from the Perspectives of Teachers and Students Gunal, Ozge Donmez; Engin Demir, Cennet (2012-02-11) This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NELC) and the challenges faced by them in the implementation process. The participants were 10 English language teachers and 73 8th grade students of public primary schools in analyzed through content analysis. It was revealed that NELC was not implemented effectively due to the lack of necessary materials, crowded classes, insufficient class hours, lack of gradual i...
Motives that attract parents to send their children to curriculum laboratory schools and students' satisfaction with the services provided Çelik, Nehir Taşkın; Ok, Ahmet; Department of Educational Sciences (2005) The aim of this study was to identify the reasons of parents̕ preferring Curriculum Laboratory Schools (CLSs) for their children̕s education and to investigate whether the students attending Curriculum Laboratory Schools are satisfied with the physical, instructional and social opportunities (services) offered at these schools. The sample of the study consisted of 440 seventh grade students and 14 parents from seven curriculum laboratory schools in the province of Ankara. Two instruments were used for data ...
A survey of teachers’ implementations of new elementary school mathematics curriculum in sixth grade Ulubay, Mutlu; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2007) The purpose of this study was to investigate the implementation process of the present and newly introduced instructional techniques in new elementary school mathematics curriculum in sixth grade through the reports of teachers, which has been piloted in some specific schools. Moreover, it was aimed to find out the effects of several parameters on implementation, like city where school teachers are working is located, teachers’ gender, teaching experience and number of students in the classroom. In addition...

Citation Formats

Ö. Tokgöz, “Transformation of centralized curriculum into teaching and learning processes : teachers’ journey of thought curriculum into enacted one,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.