Araştırma Makalesi
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Teachers’ Perception of 2018 Turkish National Curriculum Change

Yıl 2021, , 458 - 475, 31.08.2021
https://doi.org/10.17556/erziefd.801060

Öz

This research aimed to reveal teachers’ perception of 2018 Turkish national curriculum change. The research was designed as a mixed method research. 306 teachers participated in the quantitative phase of the study and eight teachers participated in the qualitative part of the study. The data were collected through a scale and semi-structured interviews in the spring semester of 2019-2020 education year. Both descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was conducted for the analysis of the qualitative data. The research findings indicated teacThis research aimed to reveal teachers’ perception of 2018 Turkish national curriculum change. The research was designed as a mixed method research. 306 teachers participated in the quantitative phase of the study and eight teachers participated in the qualitative part of the study. The data were collected through a scale and semi-structured interviews in the spring semester of 2019-2020 education year. Both descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was conducted for the analysis of the qualitative data. The research findings indicated teachers’ perception regarding curriculum change was at “neutral” level. In addition, it was found that teachers’ perception differed significantly in terms of having postgraduate degree and getting in-service training while teachers’ age, experience, level of school and faculty graduated did not create a significant difference. Also, it was found teachers viewed all curricula similar after 2005 constructivist curriculum reform and lacked sufficient knowledge and skills as regards to implementation of different dimensions of the 2018 curricula. Thus, providing teachers with quality in-service training may be recommended in order to introduce the fundamentals of new curricula so that teachers may adopt and apply them easier. hers’ perception regarding curriculum change was at “not sure” level. In addition, it was found that teachers’ perception differed significantly in terms of having graduate degree and getting in-service training while teachers’ age, experience, level of school and faculty graduated did not create a significant difference. Also, it was found teachers viewed all curricula similar after 2005 constructivist curriculum reform and lacked sufficient knowledge and skills about different dimensions of the 2018 curricula. Thus, providing teachers with quality in-service training may be recommended in order to introduce the fundamentals of new curricula so that teachers may adopt and apply them easier.

Kaynakça

  • Acar, A. (2019). A comparison of the 2013 and 2018 primary and secondary schools elt curricula in Turkey: An analysis of 7th-grade syllabı). Milli Eğitim Dergisi, 48(224), 299-325.
  • Akpınar, B., & Aydın, K. (2007). Change in education and teachers’ perception of change. Education and Science, 32(144), 71-80.
  • Banning, E. I. (1954). Teacher attitudes toward curriculum change: The effect of personal relationships on the degree of favorableness. Journal of Experimental Education, 23(2), 133-146.
  • Bıçak, N., & Alver, M. (2018). Teachers’ views on the 2018 Turkish lesson curriculum. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(4), 2480-2501.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed method approaches. USA: Sage Publications.
  • Dikbayır, A. (2018). Investigation of the alignment between designed, taught and tested high school mathematics curriculum. Unpublished Ph.D dissertation, Ege University, İzmir.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th Ed.). London: Sage Publications.
  • Flores, M. A. (2005). Teachers' views on recent curriculum changes: Tensions and challenges. Curriculum Journal, 16(3), 401-413. DOI: 10.1080/09585170500256479
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2014). Educational research: Competencies for analysis and applications. England: Pearson Education Limited.
  • Gültekin, M. (2014). Trends in primary education programs in the world and Turkey. Elementary Education Online, 13(3), 726-745.
  • Harris, R., & Graham, S. (2019). Engaging with curriculum reform: Insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51(1), 43-61.
  • Johnson, J. A. (2001). Principles of effective change: Curriculum revision that works. The Journal of Research for Educational Leaders, 1(1), 5-18.
  • Kahramanoğlu, R. (2019). A study on teachers' levels of curriculum literacy. The Journal of International Social Research, 12(45), 827-840.
  • Karabacak, E. (2018). Analyzing the alignment between the primary school official English curriculum and the taught curriculum). Unpublished master’s thesis, Anadolu University, Eskişehir.
  • Kennedy, K. J. (2010). School-based curriculum development for new times: A comparative analysis. In E. H. F. Law & N. Nieveen (Eds.), Schools as curriculum agencies. Asian and European perspectives on school-based curriculum development (pp. 3–20). Rotterdam: Sense Publishers.
  • Keskin, İ. (2019). Evaluation of high school mathematics curriculum according to cıpp model. Unpublished Ph.D dissertation, Dicle University, Diyarbakır.
  • Koşar-Altınyelken, H., & Sözeri, S. (2017). Assumptions and implications of adopting educational ideas from the west: The case of student-centered pedagody in Turkey.
  • M. Akiba, G. K. LeTendre (Eds.), In International handbook of teacher quality and policy (pp. 255-270). New York: Routledge.
  • Lachiver, G., & Tardif, J. (2002). Fostering and managing curriculum change and innovation. Proceedings of 32nd ASEE/IEEE Frontiers in Education Conference, 2, 7–12.
  • Mcneil, J.D. (2014). Contemporary curriculum: In thought and action (8th Edition). NJ: John Wiley & Sons.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. USA: John Wiley & Sons, Inc.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
  • Ministry of National Education (MoNE, 2017). https://ogm.meb.gov.tr/www/ogretim-programlari-guncellendi/icerik/584
  • Ministry of National Education (MoNE, 2018). BTY dersi öğretim programı (ilkokul 1, 2, 3 ve 4. sınıflar). Ankara. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=407
  • Oliva, P. F., & Gordon, W. (2013). Developing the curriculum. USA: Pearson Education.
  • Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum foundations, principles and issues (6th Ed.). Essex: Pearson Education.
  • Özüdoğru, F. (2017). The teaching of listening and speaking skills within the context of primary school second grade English language teaching curriculum. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 42, 189-210.
  • Rahimi, M., & Alavi, J. (2017). The role of teaching experience in language teachers’ perceptions of a top-down curriculum change. The Curriculum Journal, 28(4), 479-503.
  • Saracaloğlu, S., Yılmaz, S., Çengel, M., Çöğmen, S., Karademir, Ç.A., Kanmaz, A. (2010). Elementary teachers’ views about their roles in curriculum development and evaluation process: The case of Denizli. Procedia Social and Behavioral Sciences, 2, 2427–2434.
  • Sayın, A. (2019). Investigation of lower secondary school mathematics teachers' noticing about the current curriculum. Unpublished master’s thesis, Trabzon University, Trabzon.
  • Saylor, J. G., Alexander, W. M., & Lewis, A. J. (1981). Curriculum planning for better teaching and learning. New York: Holt, Rinehart and Winston.
  • Sulaiman, T., Ayub, A. F. M., Sulaiman, S. (2015). Curriculum change in English language curriculum advocates higher order thinking skills and standards-based assessments in Malaysian primary schools. Mediterranean Journal of Social Sciences, 6(2), 494-500.
  • Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics. NeedhamHeights, MA: Allyn& Bacon.
  • Tuncel, T., & Kazu, İ. Y. (2019). The investigation of measurement-evaluation dimension of the high school mathematics curriculum in terms of teacher opinions). The Journal of International Social Sciences, 29(2), 163-179.
  • Turan-Özpolat, E. (2015). Teacher's curriculum alignment and an analysis of the factors affecting curriculum alignment (the case of secondary school grade 5 science lesson). Unpublished Ph.D dissertation, Gaziantep University, Gaziantep.
  • Tyler, R.W. (2013). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Ünsal, S., Çetin, A., Korkmaz, F. & Aydemir, M. (2019). The change in the curricula: Teachers’ perception. Cukurova University Faculty of Education Journal, 48(1), 623-661.
  • Yavuz, M. (2016). Eğitimde özerklik üzerine. TEDMEM. https://tedmem.org/dosya-konusu/doc-dr-mustafa-yavuz-ile-egitimde-ozerk¬lik-uzerine
  • Yazar, İ. (2019). A construction configuration between 2005-2018 of Turkish programs in basic education. The Journal of International Social Research, 12(64), 129-136.
  • Yıldırım, A., Kasapoğlu, K. (2015). Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities. Asia Pacific Education Review, 16, 565–577.
  • Yıldırım-Yanılmaz, T. N. (2009). The effect of educational ideologies on teachers’ attitudes towards curriculum change. Unpublished master’s thesis, Middle East Technical University, Ankara.
  • Wallen, N. E., & Fraenkel, J. R. (2013). Educational research: A guide to the process. USA: Routledge.

Öğretmenlerin Türkiye’deki 2018 Ulusal Eğitim Programı Değişikliğine İlişkin Algıları

Yıl 2021, , 458 - 475, 31.08.2021
https://doi.org/10.17556/erziefd.801060

Öz

Bu araştırma, öğretmenlerin Türkiye’deki 2018 ulusal eğitim programı değişikliğine ilişkin algılarını ortaya çıkarmayı amaçlamıştır. Araştırma, karma yöntem araştırması olarak tasarlanmıştır. Araştırmanın nicel kısmına 306 öğretmen, nitel kısmına ise sekiz öğretmen katılmıştır. Veriler, 2019-2020 eğitim-öğretim yılı bahar döneminde bir ölçek ve yarı yapılandırılmış görüşme yoluyla toplanmıştır. Nicel verilerin analizinde hem betimleyici hem de yordamsal istatistikler, nitel verilerin analizinde ise içerik analizi uygulanmıştır. Araştırma bulguları, öğretmenlerin eğitim programı değişikliğine ilişkin algılarının “kararsızım” düzeyinde olduğunu göstermiştir. Ayrıca, öğretmenlerin eğitim programı değişikliğine ilişkin algılarının lisansüstü eğitim ve hizmet içi eğitim alma yönünden anlamlı düzeyde farklılaştığı, ancak yaş, deneyim, çalışılan okul düzeyi ve mezun olunan fakülte türünün anlamlı bir fark yaratmadığı bulunmuştur. Ayrıca, öğretmenlerin 2005 yapılandırmacı eğitim programı reformundan sonra tüm eğitim programlarını benzer gördükleri ve programların farklı boyutlarının uygulanmasına ilişkin yeterli bilgi ve beceriye sahip olmadıkları belirlenmiştir. Bu nedenle, öğretmenlere yeni programları daha kolay benimsemeleri ve uygulamaları için programların uygulama esaslarını tanıtan kaliteli hizmet içi eğitim verilmesi önerilebilir.

Kaynakça

  • Acar, A. (2019). A comparison of the 2013 and 2018 primary and secondary schools elt curricula in Turkey: An analysis of 7th-grade syllabı). Milli Eğitim Dergisi, 48(224), 299-325.
  • Akpınar, B., & Aydın, K. (2007). Change in education and teachers’ perception of change. Education and Science, 32(144), 71-80.
  • Banning, E. I. (1954). Teacher attitudes toward curriculum change: The effect of personal relationships on the degree of favorableness. Journal of Experimental Education, 23(2), 133-146.
  • Bıçak, N., & Alver, M. (2018). Teachers’ views on the 2018 Turkish lesson curriculum. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(4), 2480-2501.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed method approaches. USA: Sage Publications.
  • Dikbayır, A. (2018). Investigation of the alignment between designed, taught and tested high school mathematics curriculum. Unpublished Ph.D dissertation, Ege University, İzmir.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th Ed.). London: Sage Publications.
  • Flores, M. A. (2005). Teachers' views on recent curriculum changes: Tensions and challenges. Curriculum Journal, 16(3), 401-413. DOI: 10.1080/09585170500256479
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2014). Educational research: Competencies for analysis and applications. England: Pearson Education Limited.
  • Gültekin, M. (2014). Trends in primary education programs in the world and Turkey. Elementary Education Online, 13(3), 726-745.
  • Harris, R., & Graham, S. (2019). Engaging with curriculum reform: Insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51(1), 43-61.
  • Johnson, J. A. (2001). Principles of effective change: Curriculum revision that works. The Journal of Research for Educational Leaders, 1(1), 5-18.
  • Kahramanoğlu, R. (2019). A study on teachers' levels of curriculum literacy. The Journal of International Social Research, 12(45), 827-840.
  • Karabacak, E. (2018). Analyzing the alignment between the primary school official English curriculum and the taught curriculum). Unpublished master’s thesis, Anadolu University, Eskişehir.
  • Kennedy, K. J. (2010). School-based curriculum development for new times: A comparative analysis. In E. H. F. Law & N. Nieveen (Eds.), Schools as curriculum agencies. Asian and European perspectives on school-based curriculum development (pp. 3–20). Rotterdam: Sense Publishers.
  • Keskin, İ. (2019). Evaluation of high school mathematics curriculum according to cıpp model. Unpublished Ph.D dissertation, Dicle University, Diyarbakır.
  • Koşar-Altınyelken, H., & Sözeri, S. (2017). Assumptions and implications of adopting educational ideas from the west: The case of student-centered pedagody in Turkey.
  • M. Akiba, G. K. LeTendre (Eds.), In International handbook of teacher quality and policy (pp. 255-270). New York: Routledge.
  • Lachiver, G., & Tardif, J. (2002). Fostering and managing curriculum change and innovation. Proceedings of 32nd ASEE/IEEE Frontiers in Education Conference, 2, 7–12.
  • Mcneil, J.D. (2014). Contemporary curriculum: In thought and action (8th Edition). NJ: John Wiley & Sons.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. USA: John Wiley & Sons, Inc.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
  • Ministry of National Education (MoNE, 2017). https://ogm.meb.gov.tr/www/ogretim-programlari-guncellendi/icerik/584
  • Ministry of National Education (MoNE, 2018). BTY dersi öğretim programı (ilkokul 1, 2, 3 ve 4. sınıflar). Ankara. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=407
  • Oliva, P. F., & Gordon, W. (2013). Developing the curriculum. USA: Pearson Education.
  • Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum foundations, principles and issues (6th Ed.). Essex: Pearson Education.
  • Özüdoğru, F. (2017). The teaching of listening and speaking skills within the context of primary school second grade English language teaching curriculum. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 42, 189-210.
  • Rahimi, M., & Alavi, J. (2017). The role of teaching experience in language teachers’ perceptions of a top-down curriculum change. The Curriculum Journal, 28(4), 479-503.
  • Saracaloğlu, S., Yılmaz, S., Çengel, M., Çöğmen, S., Karademir, Ç.A., Kanmaz, A. (2010). Elementary teachers’ views about their roles in curriculum development and evaluation process: The case of Denizli. Procedia Social and Behavioral Sciences, 2, 2427–2434.
  • Sayın, A. (2019). Investigation of lower secondary school mathematics teachers' noticing about the current curriculum. Unpublished master’s thesis, Trabzon University, Trabzon.
  • Saylor, J. G., Alexander, W. M., & Lewis, A. J. (1981). Curriculum planning for better teaching and learning. New York: Holt, Rinehart and Winston.
  • Sulaiman, T., Ayub, A. F. M., Sulaiman, S. (2015). Curriculum change in English language curriculum advocates higher order thinking skills and standards-based assessments in Malaysian primary schools. Mediterranean Journal of Social Sciences, 6(2), 494-500.
  • Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics. NeedhamHeights, MA: Allyn& Bacon.
  • Tuncel, T., & Kazu, İ. Y. (2019). The investigation of measurement-evaluation dimension of the high school mathematics curriculum in terms of teacher opinions). The Journal of International Social Sciences, 29(2), 163-179.
  • Turan-Özpolat, E. (2015). Teacher's curriculum alignment and an analysis of the factors affecting curriculum alignment (the case of secondary school grade 5 science lesson). Unpublished Ph.D dissertation, Gaziantep University, Gaziantep.
  • Tyler, R.W. (2013). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Ünsal, S., Çetin, A., Korkmaz, F. & Aydemir, M. (2019). The change in the curricula: Teachers’ perception. Cukurova University Faculty of Education Journal, 48(1), 623-661.
  • Yavuz, M. (2016). Eğitimde özerklik üzerine. TEDMEM. https://tedmem.org/dosya-konusu/doc-dr-mustafa-yavuz-ile-egitimde-ozerk¬lik-uzerine
  • Yazar, İ. (2019). A construction configuration between 2005-2018 of Turkish programs in basic education. The Journal of International Social Research, 12(64), 129-136.
  • Yıldırım, A., Kasapoğlu, K. (2015). Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities. Asia Pacific Education Review, 16, 565–577.
  • Yıldırım-Yanılmaz, T. N. (2009). The effect of educational ideologies on teachers’ attitudes towards curriculum change. Unpublished master’s thesis, Middle East Technical University, Ankara.
  • Wallen, N. E., & Fraenkel, J. R. (2013). Educational research: A guide to the process. USA: Routledge.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Fatma Özüdoğru 0000-0001-5575-7738

Yayımlanma Tarihi 31 Ağustos 2021
Kabul Tarihi 30 Mart 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Özüdoğru, F. (2021). Teachers’ Perception of 2018 Turkish National Curriculum Change. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 458-475. https://doi.org/10.17556/erziefd.801060