Öz
Kaynakça
- Adıgüzel, A. (2009). The problems encountered during the application of the new primary education. Mehmet Akif Ersoy University Journal of Education Faculty, 9(17), 77-94. Retrieved from https://www.researchgate.net.
- Altay, N. (2020). 2018 Sosyal Bilgiler Öğretim Programının Öğretmen Görüşlerine Göre Değerlendirilmesi: İzmir Örneği. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(3), 336-352. DOI: 10.18026/cbayarsos.713052
- Alkan, M. F., & Arslan, M. (2014). Evaluation of the 2nd Grade English Language Curriculum. International Journal of Curriculum and Instructional Studies, 4(7), 87-98. Retrieved from https://www.researchgate.net.
- Apaydın, Z., & Kandemir, M. A. (2018). Primary teacher opinions about teaching methods and techniques and evaluation tools and techniques used in science course. Dicle University Journal of Ziya Gokalp Education Faculty, (33), 70-78. Retrieved from https://doi.org/10.14582/DUZGEF.1884
- Aykaç, N., & Ulubey, Ö. (2012). Pre-service teachers’ opinions about the application level of elementary school program. Ankara University Journal of Faculty of Educational Sciences, 45(1), 63-82. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=67aab60e-6fda-4cc7-b813-0f05d9221914%40sdc-v-sessmgr02
Öz
Purpose: The purpose of this study is to identify the curriculum implementation approaches of secondary school English teachers.
Design/Methodology/Approach: The study group of this qualitative case study consists of 14 English teachers and students studying in the classes of these teachers. In determination of the study group, maximum variation and criterion sampling was used. The data of the study was obtained by observations, interviews, document review and it was analyzed by qualitative content analysis technique with an interpretive qualitative approach.
Findings: Study results indicated that English teachers have basically three different approaches while implementing the curriculum: curriculum fidelity, curriculum adaptation and curriculum design. In each three approaches teachers make student-based and exam-based implementations. However, under the curriculum adaptation approach, the student-based and exam-based adaptations made by teachers during their implementations are philosophically so different from each other that they worth mentioning under a different sub-title as student-based adaptation and exam-based adaptation. Teachers who adopt curriculum fidelity approach tend to apply the curriculum materials without making any change while teachers with curriculum adaptation approach make some adaptations in these materials. In the student-based adaptation approach, teachers make these adaptations by taking student characteristics into account, while in the exam-based approach, the focus of the teachers is to prepare students for national exams or the exam of the course. Teachers with curriculum design approach teach in private schools and do not make use of curriculum materials during their instruction. These teachers have more flexibility in their classroom practices compared to the teachers with curriculum fidelity and adaptation approaches.
Highlights: Based on the results of this study, it can be suggested to investigate the effect of teachers’ curriculum implementation approaches on their professional development and on their students’ motivation and academic success.
Anahtar Kelimeler
Curriculum implementation Curriculum implementation approaches English curriculum Qualitative study English teachers
Kaynakça
- Adıgüzel, A. (2009). The problems encountered during the application of the new primary education. Mehmet Akif Ersoy University Journal of Education Faculty, 9(17), 77-94. Retrieved from https://www.researchgate.net.
- Altay, N. (2020). 2018 Sosyal Bilgiler Öğretim Programının Öğretmen Görüşlerine Göre Değerlendirilmesi: İzmir Örneği. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(3), 336-352. DOI: 10.18026/cbayarsos.713052
- Alkan, M. F., & Arslan, M. (2014). Evaluation of the 2nd Grade English Language Curriculum. International Journal of Curriculum and Instructional Studies, 4(7), 87-98. Retrieved from https://www.researchgate.net.
- Apaydın, Z., & Kandemir, M. A. (2018). Primary teacher opinions about teaching methods and techniques and evaluation tools and techniques used in science course. Dicle University Journal of Ziya Gokalp Education Faculty, (33), 70-78. Retrieved from https://doi.org/10.14582/DUZGEF.1884
- Aykaç, N., & Ulubey, Ö. (2012). Pre-service teachers’ opinions about the application level of elementary school program. Ankara University Journal of Faculty of Educational Sciences, 45(1), 63-82. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=67aab60e-6fda-4cc7-b813-0f05d9221914%40sdc-v-sessmgr02
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Research Article |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Temmuz 2023 |
| Kabul Tarihi | 23 Mart 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 31 Sayı: 3 |
