The Teacher as An Implementer: A Systematic Review of Curriculum Literacy

Yıl 2024, Cilt: 15 Sayı: 2, 1538 - 1569, 28.08.2024

Suna Çöğmen , Serap Yılmaz Özelçi

https://doi.org/10.51460/baebd.1508308

Öz

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.

Anahtar Kelimeler

Curriculum, Curriculum literacy, Instructional literacy, Systematic review.

Proje Numarası

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Uygulayıcı Olarak Öğretmen: Program Okuryazarlığı Üzerine Bir Sistematik Derleme

Öz

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.

Anahtar Kelimeler

Eğitim programı, Program okuryazarlığı, Öğretim programı okuryazarlığı

Etik Beyan

Araştırma sistematik derleme çalışması olduğu için etik kurul onayına ihtiyaç duyulmamaktadır. Derlemede kullanılan tüm çalışmalar veri tabanlarında erişime açık tam metinlerdir.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

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