Teachers' perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching-learning activities

Date

2015-12-01

Author

Yıldırım, Ali
Kasapoglu, Koray

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

205
views

0
downloads

This study investigates the relationship between teachers' perceptions of the implementation of constructivist teaching-learning activities and of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and of the implementation of constructivist teaching-learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review for content validity, and its reliability was established through a pilot study. The data were analyzed through bivariate correlations and linear regression analyses. Results indicated that teachers' perceptions of the implementation of constructivist teaching-learning activities are positively correlated with and predicted by their perceptions of constructivist curriculum change.

Subject Keywords

Perceptions of constructivist curriculum change, Perceptions of the implementation of constructivist teaching-learning activities, Primary school teachers

URI

https://hdl.handle.net/11511/51015

Journal

ASIA PACIFIC EDUCATION REVIEW

DOI

https://doi.org/10.1007/s12564-015-9394-5

Collections

Graduate School of Social Sciences, Article

Suggestions

OpenMETU
Core

TEACHERS' EFFICACY BELIEFS AND PERCEPTIONS REGARDING THE IMPLEMENTATION OF NEW PRIMARY MATHEMATICS CURRICULUM İşler Baykal, Işıl; Çakıroğlu, Erdinç (2009-02-01) The purpose of this study was to investigate primary school and mathematics teachers' efficacy beliefs and perceptions in the context of the new primary mathematics curriculum in Turkey and identify differences, if any, in teachers' efficacy beliefs and perceptions based on their area of certification, gender, and experience. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in 5 cities of Turkey. The questionnaire ...
Teachers' perceptions of constraints on improving student thinking in high schools Akan (Özkan), Şule; Yıldırım, Ali; Department of Educational Sciences (2003) The aim of this study is to investigate teachers' perceptions of constraints on improving student thinking skills in schools, and to find out whether there are differences in teachers' perceptions of constraints in terms of subject area, educational background, teaching experience, gender, geographical area, and school location. A survey design was used in this study. The questionnaire used in the study was developed by making use of the related literature, and it was administered to 522 teachers working in...
Teachers’ perceived efficacy beliefs and perceptions regarding the implementation of the 2004 primary mathematics curriculum İşler, Işıl; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2008) The purpose of this study was to investigate primary school and mathematics teachers’ efficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers’ efficacy beliefs and perceptions based on their area of certification, gender, experience and number of students in classroom. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in Mersin, Eskisehi...
Problems that Preschool Teachers Face in teh Curriculum Implementation Yıldırım, Emine; Engin Demir, Cennet (2016-01-01) This cross-sectional survey study aimed at finding the challenges faced by preschool teachers during curriculum implementation and if these challenges differed with respect to teachers’ background characteristics. Possible reasons behind the problems that were highly ranked by the participating preschool teachers in curriculum implementation were also investigated through interviews after the results of the quantitative data were revealed. Interviews were made with volunteered teachers to support the quant...
Teachers’ perspectives on psychological issues among their students Erdur Baker, Özgür; Özmen, H (2011-03-01) This study has two aims: 1) to explore classroom teachers’ experiences regarding the presenting psychological difficulties of their students; and, 2) to understand how they try to help those students and whether or not their intervention is effective. This study is qualitative in nature. Semi-structured individual interviews were conducted with 35 volunteer teachers from primary and high schools located in different parts of Ankara. The subjects taught by the participating teachers varied. Each participant ...

Citation Formats

A. Yıldırım and K. Kasapoglu, “Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching-learning activities,” ASIA PACIFIC EDUCATION REVIEW, pp. 565–577, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51015.