Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities

Yıldırım, Ali; Kasapoğlu, Koray

doi:10.1007/s12564-015-9394-5

Cited by 11 publications

(11 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of a study conducted by Yıldırım and Kasapoğlu (2015) demonstrated that there is a strong relationship between teachers' perceptions regarding the implementation of learning-teaching activities and their perceptions regarding curriculum change. It is also reported that in-service training processes are among the factors constituting the basis of curriculum-related perceptions (Demir & Şahin, 2009;Yıldırım & Kasapoğlu, 2015). This situation shows the importance of preservice teacher education curriculum for the development of self-efficacy perception regarding curriculum.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…In this process, goals have influence on other elements of curriculum such as selection and organization of content and the processes of learning-teaching and evaluation (Brandt & Tyler, 2007;Tenbrink, 2011), and the relational process involving these elements is shaped within the framework of factors related to the society, individuals and knowledge (Tyler, 2014). Successful implementation of the planned design by reflecting it to the school and class levels requires teachers ' understanding, skills and It is seen in studies in related literature that perceptions of faculty members, preservice teachers and teachers from different fields and education levels were determined via interviews, questionnaires (Alwan, 2006;Fraser & Bosanquet, 2006;İşler, 2008;Mellegård, & Pettersen, 2016;Park, & Sung, 2013;Yanık, 2008;Yıldırım & Kasapoğlu, 2015;Yurdakul, 2015) and metaphors (Anglin & Dugan, 1982;Aykaç & Çelik, 2014;Gültekin, 2013;Örten & Erginer, 2016;Özdemir, 2012;Tobin & Lamaster, 1995;Wahyudi, 2007). In addition, studies focusing on preservice teacher education were mostly conducted with students from the departments of Elementary School Teaching, Science Teaching, Social Sciences Teaching and Turkish Language Teaching.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Uyar¹

2017

IES

View full text Add to dashboard Cite

In the study, the purpose was to determine the perceptions of students from the department of Computer Education and Instructional Technologies regarding the concept of curriculum. The participants of the study conducted with the phenomenology research design were 212 preservice teachers. The research data were collected via document analysis and interviews. For the analysis of the data, the inductive content analysis method was used. The results revealed that the preservice teachers perceived the concept of curriculum as a process with positive and negative features which emphasize change and development. The results also demonstrated that the participants perceived their levels of knowledge about curriculum as partly sufficient. In addition, it was found that undergraduate education has an important role in the development of these perceptions. Moreover, the results emphasized the need for making more planned and systematic regulations in relation to the functioning of curriculum studies in Turkey. Lastly, the results demonstrated that there is a need for regulations in the structure of the preservice teacher education curricula to give meaning to the concept of curriculum.

show abstract

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Uyar¹

2017

IES

View full text Add to dashboard Cite

show abstract

“…There is much research on pedagogies underpinning ILEs in the form of enduring and seminal progressive educational theory and constructivist approaches to learning (Schreiber & Valle, 2013;Yildirim & Kasapoglu, 2015). Student voice, embedded in the language about student ownership of learning and independent learning, and facilitated by digital and e-platforms is argued outside the ILE space to support student engagement and belonging, with learning and school (Nelson, 2014).…”

Section: Discussionmentioning

confidence: 99%

Principals' and teachers' perceptions of Innovative Learning Environments

Smardon¹,

Charteris²,

Nelson

2016

teacherswork

View full text Add to dashboard Cite

show abstract

“…Based on the findings we presume that teachers' perceptions of curriculum coherence are transformed and constructed in shared sensemaking within the professional community. These, in turn, further relate to the perceived impact of the reform on school development over time (see Louis et al, 2005;Penuel et al, 2007;Priestley et al, 2014;Sullanmaa et al, 2019b;Yildirim & Kasapoglu, 2015). Hence, school impact, in terms of meaningful and functional school-level development, is likely to be promoted by change management, knowledge sharing and perceived curriculum coherence (see Allen & Penuel, 2015;Fullan, 1996;Newmann et al, 2001;Russell & Bray, 2013).…”

Section: Relationships Between the Constructsmentioning

confidence: 99%

Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach

Sullanmaa

Pyhältö

Pietarinen

et al. 2021

International Journal of Leadership in Education

View full text Add to dashboard Cite

It has been suggested that the outcomes of curriculum reform depend on the implementation strategy and coherence making between the reform and school practice. This study examined how teachers perceived a national core curriculum reform implementation in terms of change management and knowledge sharing, and how these contributed to the perceived curriculum coherence and to school-level impact of the reform process over time. Survey data (N = 2447) were collected from teachers during the recent core curriculum reform in Finnish basic education. The longitudinal data were collected at three time points during the first three years of curriculum implementation. A cross-lagged path model was utilized to explore longitudinal relations between the variables. The results showed that knowledge sharing practices and perceived curriculum coherence had reciprocal effects over the first year. Moreover, both predicted the extent to which the reform process was considered to promote school impact in terms of meaningful development and teacher commitment, which facilitated higher levels of curriculum coherence and knowledge sharing later on. Change management did not seem to predict the other constructs -yet, knowledge sharing facilitated evaluations of successful change management. The results provide new insights on supporting meaningful school development in large-scale curriculum reform.

show abstract

Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities

Cited by 11 publications

References 27 publications

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

Principals' and teachers' perceptions of Innovative Learning Environments

Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach

Contact Info

Product

Resources

About