Results in Journal Journal of Curriculum and Teaching: 220
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Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p47
The current study aimed to investigate pre-service social studies teachers’ self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, “The Geography Teaching Self-Efficacy Scale” and “The Scale of Attitudes towards the Profession of Teaching” were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOVA) were used. According to the findings of the current study, self-efficacy perceptions related to geography teaching and their attitudes towards the profession are high. The mean scores taken from the whole self-efficacy perception scale and its sub-dimensions were found to be not varying significantly depending on the gender variable while they were found to be varying significantly depending on the variable of the university attended. On the other hand, the attitudes towards the profession of teaching were found to be varying significantly depending on both of the variables.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p95
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Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p91
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Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p70
The paper sought to explore the extent to which the hidden curriculum also referred to as the collateral curriculum can be used to develop skills, values and attitudes for learners to inculcate in order to develop the affective domain. Primarily, education is supposed to ensure the holistic development of any individual with a balanced development of all the domains. However, current educational policies and their implementation overemphasise the development of intellectual abilities to the detriment of, especially, the affective domain due to narrow and restrictive accountability practices. Since learners learn more than what they are taught in class and what they acquire from the school’s culture stays much longer with them, it is reasonable they are given the opportunity to explore in order to create a school environment and a culture that would effectively evolve such soft skills and affective elements for learners. Various aspects of school life from which affective elements can be practically derived have been discussed with its attendant educational policy implications.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p78
The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p62
The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) outlines standards for recreation programs to ensure a quality educational experience. The current case study presents findings from a youth-adult partnership in support of various COAPRT standards to assist in the development of aspiring recreation professionals. Observation and reflection data from two consecutive partnerships between youth in a high school Physical Education course and collegiate students from a Historically Black College University’s Health, Physical Education, and Recreation program are presented based on the four dimensions of Wu, Kornbluh, Weiss, and Roddy’s (2016) youth-adult partnership (Y-AP) rubric. The results are presented based on the Y-AP rubric’s dimensions: authentic decision making, natural mentors, reciprocity, and community connectedness to illustrate how they support COAPRT standards 7.01(a) (b), 7.02, and 7.03 (COAPRT, 2014). Implications are provided to support the value a Y-AP implementation can provide recreation management programs as they seek and maintain COAPRT accreditation in the development of their students.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p33
This study investigated teachers’ perceptions of the nature of support, or lack thereof, while teaching deaf students with additional disabilities (DSAD). A total of forty teachers, from five schools in four states in the United States, participated in the study. A content analysis of written responses to four open-ended questions, using a questionnaire survey was conducted. As a result, six themes emerged from the study, including (i) resources, (ii) managerial support, (iii) personnel staff services, (iv) team support, (v) mentoring, and (vi) professional development. Implications of the findings related to school administrators and preparation programs for educational leadership were discussed.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p20
This study aims to determine the opinions of science teachers working in secondary schools in Kars province of Turkey regarding the comparison of the High School Entrance Exam (LGS) which is currently being applied in Turkey and the transition from primary to secondary education (TEOG) which was applied in Turkey before this exam system. The study was conducted with a screening model and data was collected through structured questions. The study group consists of 48 Science Teachers, who have teaching experience “1-10, 10-20 and over 20 years”, working in 13 different secondary schools in Kars. The main categories were tried to be determined using explanatory and inferential codes that appeared in the analysis of forms for teachers' views. As a result of the research, it was found that most science teachers expressed the opinion that it was not necessary to abolish the TEOG and enact the LGS, and that the TEOG exam served its purpose better than the LGS. Again, as a result of the research, it was found that science teachers who thought that TEOG was a stronger test than LGS expressed the opinion that TEOG should be more systematic, process-oriented, be compensated, have more impact on written exams in school, and that the exam should be a process-oriented exam spanning two semesters. It was determined that science teachers who thought that LGS was a stronger test than TEOG had expressed the opinion that LGS was a highly distinguishable test and that LGS questions were questions based on high-level thinking, high selectivity, based on interpretation, requiring knowledge, far from recitation, covering all subjects.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p1
Curriculum unpacking, defined as the process of interpreting the intended curriculum into classroom instruction, is important in the overall success of the school curriculum. As a critical process that serves as a bridge between the intended curriculum and classroom instruction, however, there is a paucity of research about it. Hence, this study aimed to describe the curriculum unpacking practices of a teacher. It entailed a qualitative research design specifically a case study to look closely into the single context of a purposively selected kindergarten teacher in a public school. The main data gathering techniques used were key informant interview and document review. The data obtained were subjected to thematic analysis. The result of the study revealed that the participant follows a generally linear process in unpacking the curriculum as noted in the compliance to the minimum standards of the intended curriculum, main consideration of the learner while translating the intended curriculum into instruction as mandated in the law, and alignment of the curriculum and instructional components. However, qualitative probes uncovered possible errors such as misinterpretation of the developmentally appropriate principle espoused by the intended curriculum and discrepancy between the curriculum standards and instructional activities. The implications in practice are discussed in the study.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p9
In this paper we explain how teachers can subvert settler colonial epistemology in their classrooms and become ‘imperfect accomplices.’ Drawing on a larger project, we focus on the ways non-Indigenous teachers understood their role in teaching Indigenous content and epistemologies through their lenses of ‘fear,’ which we re-theorize as ‘anxiety.’ These anxieties were enacted by the educators in two ways: stopping the teaching of Indigenous content and epistemologies, or using productive pausing for self-reflection. We explain how stopping the teaching outside of settler colonial epistemology is based on structures that impose fear to go outside of that epistemology. We then examine how some teachers pause within these structures of ‘fear’ and explain three strategies to become ‘imperfect accomplices.’