TY  - JOUR
T1  - The Teacher as An Implementer: A Systematic Review of Curriculum Literacy
TT  - Uygulayıcı Olarak Öğretmen: Program Okuryazarlığı Üzerine Bir Sistematik Derleme
AU  - Yılmaz Özelçi, Serap
AU  - Çöğmen, Suna
PY  - 2024
DA  - August
Y2  - 2024
DO  - 10.51460/baebd.1508308
JF  - Batı Anadolu Eğitim Bilimleri Dergisi
JO  - WAJES
PB  - Dokuz Eylül Üniversitesi
WT  - DergiPark
SN  - 1308-8971
SP  - 1538
EP  - 1569
VL  - 15
IS  - 2
LA  - en
AB  - Bu sistematik derleme Türkiye'de "program okuryazarlığı" kavramını anlamayı amaçlamaktadır. Bu amaçla literatür taraması yapılmış ve veriler PRISMA kriterleri kullanılarak analiz edilmiştir. Bulgular teorik çerçeve ışığında tartışılmıştır. Çalışma, program okuryazarlığının öncelikle öğretmenlerin uygulayıcı olarak rolünü vurguladığını ileri sürmektedir. Sonuçlar, geniş bir bağlamda program okuryazarlığının mesleki bir beceri ve/veya yeterlilik olarak tanımlandığını göstermektedir. Araştırmacılar eğitim programının dört temel öğesini (hedefler, içerik, öğrenme-öğretme süreçleri ve değerlendirme) ele almış olsalar da, esas olarak eğitim programının anlaşılması ve uygulanmasına odaklanmışlardır. Sonuç olarak, incelenen çalışmalar, öğretmenlerin programı anlama, kavrama, değerlendirme, uyarlama ve sonuçta uygulamadaki rolünün önemine dair bir çerçeve sunmaktadır. Ayrıca sonuçlar, araştırmacıların program okuryazarlığı düzeylerini ölçmek için nicel tasarımları tercih ettiğini göstermektedir. Gelecekte yapılacak araştırmalar, nispeten yeni bir kavram olan program okuryazarlığının farklı metodolojik tasarımlarla derinlemesine incelenmesi, kavramın tanımlanmasına, ölçülmesine ve tartışılmasına yardımcı olacaktır.
KW  - Curriculum
KW  - Curriculum literacy
KW  - Instructional literacy
KW  - Systematic review.
N2  - Bu sistematik derleme Türkiye'de "program okuryazarlığı" kavramını anlamayı amaçlamaktadır. Bu amaçla literatür taraması yapılmış ve veriler PRISMA kriterleri kullanılarak analiz edilmiştir. Bulgular teorik çerçeve ışığında tartışılmıştır. Çalışma, program okuryazarlığının öncelikle öğretmenlerin uygulayıcı olarak rolünü vurguladığını ileri sürmektedir. Sonuçlar, geniş bir bağlamda program okuryazarlığının mesleki bir beceri ve/veya yeterlilik olarak tanımlandığını göstermektedir. Araştırmacılar eğitim programının dört temel öğesini (hedefler, içerik, öğrenme-öğretme süreçleri ve değerlendirme) ele almış olsalar da, esas olarak eğitim programının anlaşılması ve uygulanmasına odaklanmışlardır. Sonuç olarak, incelenen çalışmalar, öğretmenlerin programı anlama, kavrama, değerlendirme, uyarlama ve sonuçta uygulamadaki rolünün önemine dair bir çerçeve sunmaktadır. Ayrıca sonuçlar, araştırmacıların program okuryazarlığı düzeylerini ölçmek için nicel tasarımları tercih ettiğini göstermektedir. Gelecekte yapılacak araştırmalar, nispeten yeni bir kavram olan program okuryazarlığının farklı metodolojik tasarımlarla derinlemesine incelenmesi, kavramın tanımlanmasına, ölçülmesine ve tartışılmasına yardımcı olacaktır.
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