Interpreting the curricula: Multifactorial sense-making by preschool teachers in Turkey

Abstract

In the context of global educational advancements, preschool curricula across nations have undergone significant changes aimed at enhancing early childhood development. This study examines the sense-making processes of 49 preschool teachers. Leveraging observations and in-depth interviews, the research uncovers the interplay between individual and situational factors that shape teachers' interpretations. The sense-making patterns demonstrate how teachers assimilate or accommodate changes based on their professional beliefs, knowledge, and interactions within their teaching environments. The findings highlight the importance of a profound curriculum understanding to facilitate its implementation effectively, advocating for tailored support systems that assist teachers in adapting to curriculum demands.