Evaluation of Information Technologies Teachers' in-class Behaviours in the Context of Hidden Curriculum

Year 2018, , 31 - 56, 25.07.2018

Mustafa Fidan , Meriç Tuncel

https://doi.org/10.30786/jef.411639

Abstract

The aim of this study is to evaluate the in-class
behaviours of information technologies teachers and the factors that lead to
those behaviours in the context of hidden curriculum on the basis of the
opinions of information technologies teachers. From the qualitative research
methods, the 'phenomonology' research design was used in this study. A total of
15 information technologies teachers who was teaching at secondary schools in a
central town of a city located in the West Blacksea Region took part in the
study. From purposeful sampling method, criterion and maximum diversity
samplings were used in selection of the sample. Data were collected by means of
semi-constructed interview forms. The gathered data were analyized through both
qualitative analysis and content analysis methods. As a result of the
interviews made with teachers, it was observed that the teachers gave messages
and responses which were not in the scope of the formal curriculum. In this
direction, teacher behaviours were divided into seven sub-themes such as
"power and authority", "prejudices and discrimination",
"narratives", "communication", "role-model",
"getting a profession", and "school culture". It was
identified that most of the teachers were authoritarian and serious,
discriminated among students according to individual diffferences, conveyed the
ideas that they did not adopt in real life, made social, moral and ideological
narratives suiting with their own thoughts and beliefs, preferred
teacher-centered methods and techniques and were not able to create a
democratical environment during lessons. In this study, it was understood that
information technologies served to the hidden curriculum especially in terms of
adoption of school culture, interaction with students was effective in occurance
of hidden learnings, and status and economical advantages of a profession were
of primary importance in teachers' professional guidance. Depending on the
results of this study, some educational conclusions and recommendations for
future studies were also included in this paper.

Keywords

hidden curriculum, information technologies, secondary school, curriculum

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