Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns

Özge Ceren Çelik; Melek Gülşah Şahin

doi:10.17152/gefad.1432533

TR EN

Öğretim Programını Uyarlama Örüntülerinin Yordayıcıları Olarak Öğretmen Özerkliği ve Profesyonelliği

Öz

Bu çalışmanın amacı, öğretmenlerin öğretim programı uyarlama örüntülerinin yordayıcıları olarak öğretmen özerkliği ve mesleki profesyonelliğini incelemektir. Bu korelasyonel araştırmanın çalışma grubunu 153 öğretmen oluşturmaktadır. Veri analizinde t testi, ANOVA, korelasyon analizi ve regresyon analizi kullanılmıştır. Bulgular, öğretmenlerin uyarlama örüntülerini kullanım sıklıklarının, özerklik ve mesleki profesyonellik tarafından yordanmasına yönelik kurulan modellerin, atlamaya yönelik uyarlama alt boyutu hariç anlamlı olduğunu göstermiştir. En yüksek varyans, genişletme sıklığını yordayan modelde elde edilmiştir. Bu modelde öğretmen özerkliği ve mesleki profesyonellik öğretmenlerin genişletme örüntüsünü kullanma sıklığını anlamlı bir şekilde açıklarken, mesleki profesyonellik anlamlı bir yordayıcı olmuştur. Özerklik ve mesleki profesyonelliğin, programı uyarlama örüntülerinin kullanımından ayrı düşünülmemesi gereken öğretmen özellikleri arasında değerlendirilmesi ve öğretmen ile program arasındaki etkileşim ve ilişkileri inceleyen benzer çalışmaların sayısının artırılması önerilmiştir.

Anahtar Kelimeler

Öğretim programı uyarlama, özerklik, profesyonellik

Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns

Öz

This study aimed to investigate teacher autonomy and occupational professionalism as predictors of teachers’ curriculum adaptation patterns. The study group of the present correlational study was composed of 153 teachers. For data analysis, t-test, ANOVA, correlation analysis, and regression analysis were performed. Results showed that the models established for predicting teachers’ use of adaptation patterns by teacher autonomy and occupational professionalism were found to be significant, except for omitting. The highest variance was obtained in the model for predicting the frequency of extensions. In this model, teachers’ autonomy and occupational professionalism significantly explained teachers’ use of the extending pattern, and occupational professionalism was a significant predictor. It can be suggested that autonomy and professionalism should be considered as teacher characteristics that are indispensable components of curriculum adaptation patterns and that the number of similar studies exploring the interaction and relationships between teachers and curriculum should be increased.

Anahtar Kelimeler

Curriculum adaptation, autonomy, professionalism

Destekleyen Kurum

Bu araştırmada herhangi bir kurum ya da kuruluştan destek alınmamıştır.

Etik Beyan

Bu araştırma, Gazi Üniversitesi Etik Komisyonunun 08.06.2022 tarih ve 77082166-604.01.02-380719 sayılı onayı ile yürütülmüştür.

Teşekkür

Veri toplama araçlarını cevaplayarak çalışmaya katkı sağlayan öğretmenlere teşekkür ederiz.

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Programları ve Öğretim (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Özge Ceren Çelik ^*
0000-0003-3280-0654
Türkiye

Melek Gülşah Şahin
0000-0001-5139-9777
Türkiye

Yayımlanma Tarihi

30 Ağustos 2024

Gönderilme Tarihi

6 Şubat 2024

Kabul Tarihi

28 Mayıs 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 44 Sayı: 2

DOI

https://doi.org/10.17152/gefad.1432533

IZ

https://izlik.org/JA68FA83YJ

APA

Çelik, Ö. C., & Şahin, M. G. (2024). Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns. Gazi Eğitim Fakültesi Dergisi, 44(2), 1281-1321. https://doi.org/10.17152/gefad.1432533

AMA

1.Çelik ÖC, Şahin MG. Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns. GEFAD. 2024;44(2):1281-1321. doi:10.17152/gefad.1432533

Chicago

Çelik, Özge Ceren, ve Melek Gülşah Şahin. 2024. “Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns”. Gazi Eğitim Fakültesi Dergisi 44 (2): 1281-1321. https://doi.org/10.17152/gefad.1432533.

EndNote

Çelik ÖC, Şahin MG (01 Ağustos 2024) Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns. Gazi Eğitim Fakültesi Dergisi 44 2 1281–1321.

IEEE

[1]Ö. C. Çelik ve M. G. Şahin, “Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns”, GEFAD, c. 44, sy 2, ss. 1281–1321, Ağu. 2024, doi: 10.17152/gefad.1432533.

ISNAD

Çelik, Özge Ceren - Şahin, Melek Gülşah. “Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns”. Gazi Eğitim Fakültesi Dergisi 44/2 (01 Ağustos 2024): 1281-1321. https://doi.org/10.17152/gefad.1432533.

JAMA

1.Çelik ÖC, Şahin MG. Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns. GEFAD. 2024;44:1281–1321.

MLA

Çelik, Özge Ceren, ve Melek Gülşah Şahin. “Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns”. Gazi Eğitim Fakültesi Dergisi, c. 44, sy 2, Ağustos 2024, ss. 1281-2, doi:10.17152/gefad.1432533.

Vancouver

1.Özge Ceren Çelik, Melek Gülşah Şahin. Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns. GEFAD. 01 Ağustos 2024;44(2):1281-32. doi:10.17152/gefad.1432533