A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective

Sibel Akın-sabuncu; Başak Çalık

doi:10.24106/kefdergi.1683465

EN TR

A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective

Öz

Purpose: This study aimed to explore the underlying factors behind teachers’ self-efficacy for teaching, beliefs about teaching, and their readiness for change in understanding their attitudes towards the constructivist curriculum change in Türkiye through the lens of Bronfenbrenner’s ecological theory of education. Design/Methodology/Approach: The study employed a phenomenological approach to uncover teachers’ lived experiences concerning the factors influencing their attitudes towards the 2005 curriculum change in the Turkish education system. Twenty-one teachers from elementary, middle, and high schools were selected through maximum variation sampling. The data were collected through semi-structured, in-depth interviews, and analyzed using content analysis. Findings: Concerning Bronfenbrenner’s ecological framework, the findings resulted in the following themes: a) Teacher-related factors: Teacher characteristics, including their educational background, teaching experience, professional knowledge, skills, motivation, and emotional readiness. b) Micro-system and meso-system-related factors: K-12 school curricula, the involvement of students and parents, the physical and technological infrastructure of schools, the influence of school principals and colleagues in creating a supportive learning environment towards implementing the constructivist curriculum. c) Exo-system-related factors: Socio-cultural environment and mass media. d) Macro-system-related factors: The structural and operational challenges within the education system, the design and quality of professional development activities, the financial status of teachers and the inadequacy of the pre-service teacher education programs and practices, suggesting a pathway for enhancing overall teacher preparedness and support. Highlights: The study provides the key stakeholders, especially education policymakers, curriculum development experts, school principals, and teacher educators, with essential insights for developing an understanding of the ecology of curriculum change and adopting a non-linear, holistic, and comprehensive view of curriculum change implementation. More specifically, the in-depth exploration of the factors influencing teachers’ self-efficacy, general beliefs about teaching, and readiness for change call for those stakeholders to work collaboratively and develop effective strategies to support teachers, who are the curriculum makers and the agents of change, for a successful and sustainable curriculum change.

Anahtar Kelimeler

Curriculum change, Ecological theory, Teacher self-efficacy, Teaching beliefs, Readiness for change

Öz

Çalışmanın amacı: Bu çalışma, Bronfenbrenner'ın ekolojik sistemler kuramı ışığında Türkiye'de öğretmenlerin yapılandırmacı program değişikliğine yönelik tutumlarını anlamak için öğretime yönelik özyeterliklerinin, öğretime ilişkin inançlarının ve değişime hazır olmalarının altında yatan faktörleri araştırmaktadır. Materyal ve Yöntem: Bu çalışmada, öğretmenlerin 2005 yılında yürürlüğe giren ve hâlen Türk eğitim sistemini etkilemekte olan program değişikliğine yönelik tutumlarını etkileyen faktörlere ilişkin deneyimlerini ortaya çıkarmak amacıyla fenomenolojik bir yaklaşım kullanılmıştır. Çalışmaya ilkokul, ortaokul ve liselerden maksimum çeşitlilik örneklemesi yoluyla seçilen 21 öğretmen katılmıştır. Yarı yapılandırılmış derinlik odaklı görüşmeler yoluyla toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Bulgular: Araştırmadan elde edilen bulgular, Bronfenbrenner'ın ekolojik sistemler kuramı çerçevesinde aşağıdaki temalar etrafında ortaya koyulmaktadır: a) Öğretmenle ilgili faktörler: öğretmen özellikleri, eğitim durumu, öğretim deneyimi, mesleki bilgi, beceri, motivasyon ve duygusal hazır olma; b) Mikro sistem ve mezo sistemle ilgili faktörler: K-12 programı, öğrencilerin ve velilerin katılımı, okulların fiziksel ve teknolojik altyapısı, okul müdürlerinin ve meslektaşlarının yapılandırmacı programın uygulanmasına yönelik destekleyici öğrenme ortamı yaratmaları; c) Ekzo sistemle ilgili faktörler: Okul çevresi ve kitle iletişim araçları. d) Makro sistemle ilgili faktörler: Eğitim sisteminin yapısı ve işleyiş sorunları, mesleki gelişim faaliyetlerinin tasarımı ve niteliği, öğretmenlerin finansal durumu ve hizmet öncesi öğretmen eğitimi programlarının ve uygulamalarının yetersizliği. Önemli Vurgular: Bu çalışma, özellikle eğitim politikacıları, program geliştirme uzmanları, okul müdürleri ve öğretmen eğitimcileri başta olmak üzere çeşitli kilit paydaşlara, program değişimine ilişkin ekolojik bir bakış açısı ve değişimin uygulanmasına yönelik doğrusal olmayan, bütüncül ve kapsamlı bir anlayış sunmaktadır. Bu çerçevede, öğretmenlerin özyeterliklerini, öğretimle ilgili genel inançlarını ve değişime hazır olmalarını etkileyen faktörlerin derinlemesine araştırılmasından elde edilen bulgular, başarılı ve sürdürülebilir bir program değişikliği için kilit paydaşların iş birliği içinde çalışmalarını ve program yapıcıları ve değişimin aracıları olan öğretmenleri destekleyecek etkili stratejiler geliştirmelerini vurgulamaktadır.

Anahtar Kelimeler

Program değişikliği, Ekolojik sistemler kuramı, Öğretmen özyeterliği, Öğretim inançları, Değişime hazır olma

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Alan Eğitimleri (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Sibel Akın-sabuncu ^*
0000-0002-4081-1233
Türkiye

Başak Çalık
0000-0001-8581-0501
Türkiye

Yayımlanma Tarihi

25 Nisan 2025

Gönderilme Tarihi

23 Şubat 2024

Kabul Tarihi

14 Nisan 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 33 Sayı: 2

DOI

https://doi.org/10.24106/kefdergi.1683465

IZ

https://izlik.org/JA59FP58DD

APA

Akın-sabuncu, S., & Çalık, B. (2025). A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective. Kastamonu Education Journal, 33(2), 322-343. https://doi.org/10.24106/kefdergi.1683465

AMA

1.Akın-sabuncu S, Çalık B. A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective. Kastamonu Eğitim Dergisi. 2025;33(2):322-343. doi:10.24106/kefdergi.1683465

Chicago

Akın-sabuncu, Sibel, ve Başak Çalık. 2025. “A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective”. Kastamonu Education Journal 33 (2): 322-43. https://doi.org/10.24106/kefdergi.1683465.

EndNote

Akın-sabuncu S, Çalık B (01 Nisan 2025) A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective. Kastamonu Education Journal 33 2 322–343.

IEEE

[1]S. Akın-sabuncu ve B. Çalık, “A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective”, Kastamonu Eğitim Dergisi, c. 33, sy 2, ss. 322–343, Nis. 2025, doi: 10.24106/kefdergi.1683465.

ISNAD

Akın-sabuncu, Sibel - Çalık, Başak. “A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective”. Kastamonu Education Journal 33/2 (01 Nisan 2025): 322-343. https://doi.org/10.24106/kefdergi.1683465.

JAMA

1.Akın-sabuncu S, Çalık B. A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective. Kastamonu Eğitim Dergisi. 2025;33:322–343.

MLA

Akın-sabuncu, Sibel, ve Başak Çalık. “A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective”. Kastamonu Education Journal, c. 33, sy 2, Nisan 2025, ss. 322-43, doi:10.24106/kefdergi.1683465.

Vancouver

1.Sibel Akın-sabuncu, Başak Çalık. A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective. Kastamonu Eğitim Dergisi. 01 Nisan 2025;33(2):322-43. doi:10.24106/kefdergi.1683465

Cited By

Integrating Spirituality, Culture, and Technology through a Living Curriculum in Islamic Religious Education at Islamic Boarding Schools

Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren

https://doi.org/10.56741/IISTR.pbpsp.001907

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective

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Cited By

Integrating Spirituality, Culture, and Technology through a Living Curriculum in Islamic Religious Education at Islamic Boarding Schools