Learning to teach in the national curriculum context

Date

2010-01-01

Author

Haser, Çiğdem

Metadata

Show full item record

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

Item Usage Stats

155
views

0
downloads

Learning to teach is a difficult and challenging process for beginning teachers in the national curriculum contexts due to several pressures that the centralised system presents for school and classroom contexts. This study investigated the difficulties beginning middle school mathematics teachers faced in the Turkish national curriculum context without any structured beginning teacher support through the experiences of six beginning teachers. They were interviewed after their first year teaching and after the fourth year or during the fifth year about factors in the national curriculum, school, and classroom contexts that affected their learning to teach. Findings revealed that the national curriculum context interfered with the school and classroom contexts, often by presenting many additional difficulties. The teacher education period seemed to be ineffective in preparing beginning teachers for the difficulties arising from the national curriculum context. Teacher education programmes in centralised systems should provide pre-service teachers with knowledge of possible difficulties specific to these contexts that they might face in their first years.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/56748

Journal

EUROPEAN JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.1080/02619761003713894

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Noticing Student Mathematical Thinking Within the Context of Lesson Study GÜNER, Pınar; Akyüz, Didem (SAGE Publications, 2019-12-21) The purpose of this study is to investigate a preservice middle school mathematics teacher's noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mat...
Problems that preschool teachers face in the curriculum implementation Erden, Emine; Engin Demir, Cennet; Department of Educational Sciences (2010) This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers’ level of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers’ perspectives. In the present study, both qua...
Preparing Pre-service English Language Teachers for Classroom Realities: Strengthening Their Competence in Instructional Materials Tekir, Serpil; Akar, Hanife (Ani Publishing and Consulting Company, 2020-01-01) Purpose: English as Foreign Language (EFL) teachers tend to demonstrate low literacy levels in instructional materials and feel unprepared to use materials effectively. To better prepare pre-service EFL teachers for real classrooms that they will teach Upon graduation, current K-12 teachers can provide significant insights into the needed competences of prospective teachers. With this purpose, the study aimed to investigate the competences in utilizing instructional materials needed by EFL teachers to becom...
A review of ICT related courses in pre-service teacher education programs GÖKTAŞ, YÜKSEL; Yıldırım, Zahide; YILDIRIM, İBRAHİM SONER (Springer Science and Business Media LLC, 2008-04-01) This study investigated teacher educators', prospective teachers', and K-12 teachers' opinions about the effectiveness of ICT related courses and the ways to improve the courses in Turkey's pre-service teacher education programs. The researchers used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from 6 teacher educators...
Investigating the impact of teacher education strategies on preservice teachers' TPACK Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01) The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...

Citation Formats

Ç. Haser, “Learning to teach in the national curriculum context,” EUROPEAN JOURNAL OF TEACHER EDUCATION, pp. 293–307, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/56748.