Evaluation of grade 9 physics curriculum based on teacher's views

Baybars, Meryem Görecek; Kocakülah, Mustafa Sabri

doi:10.1016/j.sbspro.2009.01.202

Cited by 5 publications

(3 citation statements)

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“…The NBA course was intended to train teachers to serve as better change agents and allow them to see the process of change as an opportunity for professional development, achieving positions of leadership, development and improvement of the curriculum, greater impact on the students and teachers' community and more responsibility for the students' success. Teachers' commitment to the program was supposed to ensure its implementation in class by developing an independent annual curriculum and by strengthening the sense of professionalism and partnership (Baybaras et al, 2009;Fullan, 1993;Henderson and Perry, 1981;Korkmaz, 2008;Metz, 2009;Moore, 2008). The course aimed to provide sufficient training and assist in the implementation of the new curriculum (Hargreaves, 2009;Henderson and Perry, 1981).…”

Section: Cooperation Between Teachers and Curriculum Writersmentioning

confidence: 99%

“…The present research showed that teachers who took part in the NBA training did not think it had helped them and felt it was not properly constructed. However, the literature indicates that in-service training can be helpful to teachers as reform mediators, provide an opportunity for professional development, boosting teachers' commitment to the curriculum, helping them to promote its absorption and implementation, and strengthening their feeling of professionalism and involvement (Baybaras et al, 2009;Fullan, 1993;Henderson and Perry, 1981;Korkmaz, 2008;Metz, 2009;Moore, 2008). A better planned NBA training might have helped teachers to feel more prepared and committed to the changes in the English curriculum.…”

Section: No Correspondence Between the Findings And The Research Litementioning

confidence: 99%

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Teachers Evaluate the New Curriculum in English: Views regarding Evaluation and Evaluation Tools

Adin-Surkis

2015

Research in Education

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English is solidly entrenched in Israel as the 'first foreign language', as defined in the Policy on Language Education in Israeli Schools. The English curriculum published in 2001 expresses the view that English is the world's most important language and therefore requires the highest standards of teaching. This research examined how English teachers perceive the curriculum and how they see their roles as evaluators of the curriculum. The research also examined how the professional knowledge which the designated in-service training course (NBA training) provided affected their role perception. The results of the research show that the new curriculum was missing key elements; most teachers had never studied curriculum evaluation; there is a gap between teachers and curriculum authors in the interpretation of curriculum flexibility; teachers did not perceive textbook potential. Finally, the research suggests that ascertaining teachers' perceptions can contribute to theoretical and practical aspects of curriculum planning.

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Section: Cooperation Between Teachers and Curriculum Writersmentioning

confidence: 99%

Section: No Correspondence Between the Findings And The Research Litementioning

confidence: 99%

Teachers Evaluate the New Curriculum in English: Views regarding Evaluation and Evaluation Tools

Adin-Surkis

2015

Research in Education

View full text Add to dashboard Cite

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“…Çünkü iyi bir fen eğitimi bireye yalnız ham bilgileri sunmakla kalmaz, beraberinde bilimsel süreç becerilerini etkili kullanmayı, karşılaştığı problemlere mantıksal çözüm yolları bulabilmeyi sağlar (Duschl vd., 2007:34). Değerlendirme sürecinde en güçlü halkalardan birini programı uygulayan öğretmenlerin görüşleri oluşturur (Baybars ve Kocakülah, 2009;Bilgin, Alev, Yigit ve Akdeniz, 2011;Grmek, 2010;Popa ve Bucur, 2014;Yılmaz, Alkan, Baran, Elmas ve Güven, 2011). Yeni programda öğretmen; öğrencilere araştırma ruhu ve duygusunu, bilimsel düşünce tarzını geliştirmek için onları cesaretlendirmesinin yanı sıra süreci kolaylaştırıcı ve yönlendirici rollerini üstlenir (MEB, 2013).…”

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