Abstract
Curriculums can be implemented in different ways than planned in the teaching process. Due to various reasons, changes in teachers' commitment to the curriculum are observed and teachers make various adaptations to the curriculum. This situation brings along the concepts of curriculum commitment and curriculum adaptation, which are elements of balance in the dimension of curriculum implementation. Although various factors come to the fore when various studies on curriculum adherence and adaptation are examined considering that the teacher is the first element to interact with the curriculum in the process of curriculum implementation. It can be said that the frequency of adaptation in terms of various characteristics of teachers should be examined more closely in the efficient implementation of the curriculum. For this purpose, the relational survey model, one of the quantitative research methods, was used and the teachers working in Kırşehir province and its districts constitute the population of the study, and 182 teachers with various characteristics determined randomly were used as a sample. The data of the study were obtained using the "Teachers' Curriculum Adaptation Patterns" scale developed by Nalbantoğlu Yazıcılar, et al. (2021). The recalculated internal consistency coefficients for the overall scale (0.82) and its sub-dimensions were found to be “Extending” (0.89), “Omitting” (0.80) and “Replacing or revising” (0.82), respectively. The curriculum adaptation patterns of the teachers were examined whether there was a significant difference according to the level of education, school type, branches, postgraduate education, in-service training, seniority, department they graduated from, whether they participated in curriculum studies, whether they gave importance to the curriculum and whether they benefited from the curriculum. As a result, significant differences were found according to the education levels, branches, giving importance to curricula and frequency of benefiting from curricula and the findings obtained were tried to be interpreted by making use of previous researches.
References
- Arslan Çelik, F. M. & Gelmez Burakgazi, S. (2021). Öğretim programına bağlılık araştırmalarına yönelik bir meta-sentez çalışması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1) , 796-824. doi:10.33711/yyuefd.938722 Aslan, M. & Erden, R. Z. (2020). Ortaokul öğretmenlerinin öğretim programına bağlılıklarının incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 175-199.
Abstract
Curriculums can be implemented in different ways than planned in the teaching process. Due to various reasons, changes in teachers' commitment to the curriculum are observed and teachers make various adaptations to the curriculum. This situation brings along the concepts of curriculum commitment and curriculum adaptation, which are elements of balance in the dimension of curriculum implementation. Although various factors come to the fore when various studies on curriculum adherence and adaptation are examined considering that the teacher is the first element to interact with the curriculum in the process of curriculum implementation. It can be said that the frequency of adaptation in terms of various characteristics of teachers should be examined more closely in the efficient implementation of the curriculum. For this purpose, the relational survey model, one of the quantitative research methods, was used and the teachers working in Kırşehir province and its districts constitute the population of the study, and 182 teachers with various characteristics determined randomly were used as a sample. The data of the study were obtained using the "Teachers' Curriculum Adaptation Patterns" scale developed by Nalbantoğlu Yazıcılar, et al. (2021). The recalculated internal consistency coefficients for the overall scale (0.82) and its sub-dimensions were found to be “Extending” (0.89), “Omitting” (0.80) and “Replacing or revising” (0.82), respectively. The curriculum adaptation patterns of the teachers were examined whether there was a significant difference according to the level of education, school type, branches, postgraduate education, in-service training, seniority, department they graduated from, whether they participated in curriculum studies, whether they gave importance to the curriculum and whether they benefited from the curriculum. As a result, significant differences were found according to the education levels, branches, giving importance to curricula and frequency of benefiting from curricula and the findings obtained were tried to be interpreted by making use of previous researches.
References
- Arslan Çelik, F. M. & Gelmez Burakgazi, S. (2021). Öğretim programına bağlılık araştırmalarına yönelik bir meta-sentez çalışması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1) , 796-824. doi:10.33711/yyuefd.938722 Aslan, M. & Erden, R. Z. (2020). Ortaokul öğretmenlerinin öğretim programına bağlılıklarının incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 175-199.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Articles |
| Authors | |
| Early Pub Date | December 11, 2023 |
| Publication Date | December 21, 2023 |
| Published in Issue | Year 2023 Volume: 24 Issue: 3 |
