Araştırma Makalesi

Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study

Sayı: 67 21 Ağustos 2026
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Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study

Öz

In this study, the effects of geography teachers’ curriculum literacy and curriculum autonomy levels on their levels of fidelity to the curriculum have been investigated. The study was conducted using an explanatory sequential design, a mixed-methods research approach. A total of 416 geography teachers selected via simple random sampling for the quantitative component and 10 geography teachers selected via purposive sampling for the qualitative component participated in the study. Quantitative data were collected using scales measuring curriculum literacy, curriculum autonomy, and fidelity to the curriculum; qualitative data were collected through semi-structured interviews. The data were analyzed using descriptive statistical techniques, correlation and multiple linear regression analysis, and content analysis. Quantitative findings indicated that teachers’ levels of curriculum literacy, curriculum autonomy, and fidelity to the curriculum were generally high. The results revealed that the reading sub-dimension of curriculum literacy was higher than the writing sub-dimension, and that process and professional development autonomy were stronger than planning autonomy within curriculum autonomy. Curriculum literacy and curriculum autonomy accounted for 41% of curriculum fidelity. Qualitative findings also revealed that these perceptions, which appeared high at the quantitative level, were reflected in classroom practices only partially and in a context-sensitive manner. The discrepancy between quantitative and qualitative findings can be attributed to the fact that while quantitative data reflect self-reported perceptions, qualitative data make contextual constraints – such as time constraints and exam pressure – that teachers encounter in practice more apparent. As a result, it was determined that teachers’ fidelity to and autonomy regarding the curriculum manifest as adapted fidelity and partial autonomy rather than full alignment.

Anahtar Kelimeler

Curriculum literacy, curriculum autonomy, fidelity to the curriculum, curriculum, geography teacher

Etik Beyan

This research was conducted with the approval of the Committee on Scientific Research and Publication Ethics for the Social and Human Sciences at Mimar Sinan University of Fine Arts, pursuant to its decision dated 29 December 2021, reference number E-60263016-050.06.04-112588.

Kaynakça

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Kaynak Göster

APA
Zambak, H., & Cırık, İ. (2026). Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 67, 251-279. https://doi.org/10.9779/pauefd.1788929
AMA
1.Zambak H, Cırık İ. Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study. PAÜEFD. 2026;(67):251-279. doi:10.9779/pauefd.1788929
Chicago
Zambak, Hilmi, ve İlker Cırık. 2026. “Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 67: 251-79. https://doi.org/10.9779/pauefd.1788929.
EndNote
Zambak H, Cırık İ (01 Ağustos 2026) Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 67 251–279.
IEEE
[1]H. Zambak ve İ. Cırık, “Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study”, PAÜEFD, sy 67, ss. 251–279, Ağu. 2026, doi: 10.9779/pauefd.1788929.
ISNAD
Zambak, Hilmi - Cırık, İlker. “Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 67 (01 Ağustos 2026): 251-279. https://doi.org/10.9779/pauefd.1788929.
JAMA
1.Zambak H, Cırık İ. Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study. PAÜEFD. 2026;:251–279.
MLA
Zambak, Hilmi, ve İlker Cırık. “Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 67, Ağustos 2026, ss. 251-79, doi:10.9779/pauefd.1788929.
Vancouver
1.Hilmi Zambak, İlker Cırık. Curriculum Literacy, Curriculum Autonomy, and Curriculum Fidelity Among Geography Teachers: A Mixed-Methods Study. PAÜEFD. 01 Ağustos 2026;(67):251-79. doi:10.9779/pauefd.1788929