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Ortaokul Öğretmenlerinin Program Okuryazarlık Düzeylerinin İncelenmesi: Karma Yöntem Araştırması

Year 2023, Volume: 7 Issue: 2, 640 - 667, 31.07.2023

G. Candan Hamurcu

Abstract

Bu araştırmanın amacı, Kayseri ilindeki devlet ortaokullarında görev yapan öğretmenlerin program okuryazarlık düzeylerini bazı değişkenler açısından incelemektir. Bu çalışmada nitel ve nicel araştırma desenlerinin bir arada ele alındığı karma yöntem kullanılmıştır. Araştırmanın nicel kısmında tarama modeli tercih edilmiş ve basit tesadüfi örnekleme yöntemi kullanılarak 504 öğretmene ulaşılmıştır. Araştırmanın nicel bölümünde veriler “Program Okuryazarlığı Ölçeği” ile toplanmıştır. Araştırmanın nitel bölümünde durum çalışması deseni kullanılmış; nicel veri toplama sürecine katılan 21 öğretmenle yarı yapılandırılmış görüşmeler yoluyla veriler toplanmıştır. Araştırmanın nicel sonuçlarına göre ortaokul öğretmenlerinin program okuryazarlık düzeylerine ilişkin algılarının yüksek olduğu ve kıdemlerine bakılmaksızın tüm öğretmenlerin yüksek düzeyde program okuryazarı olduğu sonucuna ulaşılmıştır. Ayrıca okul türü değişkeninin program okuryazarlığı üzerinde herhangi bir etkisinin olmadığı ve branş değişkenine göre öğretmenlerin program okuryazarlık düzeyleri arasında anlamlı bir fark olmadığı tespit edilmiştir. Araştırmanın nitel sonucuna bakıldığında, öğretmenlerin “program okuryazarlığı” kavramına ve programın 4 ögesine (amaç, içerik, eğitim durumları ve değerlendirme) ilişkin bilgi düzeylerinin genel olarak yeterli olduğu sonucuna varılmıştır. Buna göre araştırmanın nitel sonuçlarının nicel sonuçları desteklediği görülmüştür.

Keywords

Öğretim programı program okuryazarlığı ortaokul öğretmenleri

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Examination Of Curriculum Literacy Levels Of Secondary School Teachers: A Mixed Method Research

Year 2023, Volume: 7 Issue: 2, 640 - 667, 31.07.2023

G. Candan Hamurcu

Abstract

The aim of this study is to examine the curriculum literacy levels of teachers working in public secondary schools in Kayseri in terms of some variables. In this study, a mixed method, in which qualitative and quantitative research designs are considered together, was used. In the quantitative part of the study, the survey model was preferred, and 504 teachers were reached by using the simple random sampling method. In the quantitative part of the study, the data were collected with the "Curriculum Literacy Scale". In the qualitative part of the research, the case study design was used; data were collected through semi-structured interviews with 21 teachers who participated in the quantitative data collection process. According to the quantitative results of the study, it was concluded that secondary school teachers' perceptions of curriculum literacy level were high and that all teachers were highly curriculum literate regardless of their seniority. It was also identified that the school type variable had no effect on curriculum literacy and that there was no significant difference between the curriculum literacy levels of the teachers according to the branch variable. As for the qualitative result of the research, it was concluded that the knowledge levels of the teachers about the term “curriculum literacy” and 4 components of the curriculum (objectives, content, instructional methods and evaluation) were generally sufficient. Accordingly, it was seen that the qualitative results of the research supported the quantitative results.

Keywords

Curriculum program literacy teachers

References

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  • Asebiomo, A. M. (2009). Teacher assessment of integrated science curriculum in federal capital territory abuja for effective implementation. Journal of Curriculum Studies, 16(2), 123-181. https://scirp.org/reference/referencespapers.aspx?referenceid=2529899
  • Aslan, S. (2019). An analysis of prospective teachers' curriculum literacy levels in terms of reading and writing. Universal Journal of Educational Research, 7(4), 973-979. https://doi.org/10.13189/ujer.2019.070408 Aslan, S., & Gürlen, E. (2019). Ortaokul öğretmenlerinin program okuryazarlık düzeyleri. [Program literacy levels of secondary school teachers]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 20(1), 171-186. https://doi.org/10.29299/kefad.2018.20.01.006
  • Atlı, K., Kara. Ö., & Mirzeoğlu, A. D. (2021). Investigating physical education teachers perceptions about their curriculum literacy levels according to some variables. Gazi Journal of Physical Education and Sports Sciences, 6(2), 281-299. https://dergipark.org.tr/en/download/article-file/1438178
  • Aygün, H. E. (2019). The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy. International Journal of Curriculum and Instructional Studies (IJOCIS), 9(2), 203-220. https://doi.org/10.31704/ijocis.2019.009
  • Aygün, E. (2022). Özel eğitim öğretmenleri ve okul yöneticilerinin program okuryazarlık durumlarının incelenmesi. [Examination of program literacy status of special education teachers and school administrators] (Tez No: 762284) [Master dissertation, Kafkas University], YÖK Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Barut, C., & Gündoğdu, K. (2023). Öğretmenlerin program okuryazarlık düzeyleri ve eleştirel düşünme eğilimleri arasındaki ilişki. [The relationship between curriculum literacy levels and critical thinking tendencies of teachers]. Bayburt Eğitim Fakültesi Dergisi, 18(37), 198-217. https://doi.org/10.35675/befdergi.1213781.
  • Bayrı, S. (2022). Özel eğitim kurumlarında görev alan öğretmenlerin program okuryazarlık durumları ve özel eğitim özel alan yeterliklerinin incelenmesi [Examining the curriculum lıteracy status of teachers working in special education institutions and their special education special fıeld competencies]. (Tez No. 2809485) [Master dissertation, Atatürk University], YÖK Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi.
  • Berkant, H. G. & Mansuroğlu, C. (2023). Öğretmenlerin eğitim programı okuryazarlıkları ile yansıtıcı düşünme eğilimlerinin incelenmesi. [The investigation of teachers’ curriculum literacy and reflective thinking tendencies]. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(1), 97-116. https://doi.org/10.31592/aeusbed.1104843.
  • Bolat, Y. (2017). Concept of curriculum literacy and curriculum literacy scale. International Periodical for the Languages, Literature and History of Turkish or Turkic, 121-138. http://dx.doi.org/10.7827/TurkishStudies.12103.
  • Boncuk, A. (2021). Öğretmenlerin programı okuryazarlık düzeylerinin, öğretim programına bağlılık düzey üzerine etkisinin incelenmesi. [Examining the effect of teachers' curriculum literacy levels on the level of commitment to the curriculum]. Anatolian Turk Education Journal, 3(1), 88-108. http://www.anadoluturkegitim.com/index.php/ated/article/view/33
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  • Cornett, J. W., Yeotıs, C. & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 75(4), 517-529. https://doi.org/10.1002/sce.3730740503
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage.
  • Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (14th Edt.). Pearson.
  • Cuban, L. (1993). The lure of curricular reform and its pitiful history. The Phi Delta Kappan, 75(2), 182–185. doi: http://www.jstor.org/stable/20405055
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There are 62 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

G. Candan Hamurcu 0000-0001-6828-4538

Publication Date July 31, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA Hamurcu, G. C. (2023). Examination Of Curriculum Literacy Levels Of Secondary School Teachers: A Mixed Method Research. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(2), 640-667.
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