Testing the relationships between teachers’ curriculum-design orientations and their underlying educational philosophies

IF 0.1 4区教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Matters Pub Date : 2021-12-21 DOI:10.18296/cm.0054

Cahit Erdem

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引用次数: 1

Abstract

Teachers’ educational philosophies regulate their curriculum-design orientations, shaping their teaching decisions and practices. However, theoretical assumptions in this relationship were not tested empirically in different contexts. To this end, this cross-sectional survey design study aimed to examine the relationships between teachers’ educational philosophies and their curriculum-design orientations using data from 295 in-service teachers from Turkey. The correlations among the teachers’ educational philosophies and curriculum design orientations were examined with Pearson coefficients. The stepwise multiple regression technique was used to identify the best set of educational philosophies that significantly estimate curriculum design orientations for each design type. The study revealed that the associations between Turkish teachers’ educational philosophies and their curriculum design orientations align with the theoretical literature with some divergence in problem-centered design. The study may contribute to the literature in testing the theoretical assumptions of curriculum design orientations in a non-Western context.

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测试教师课程设计取向与其潜在教育理念之间的关系

教师的教育哲学规范了他们的课程设计取向，塑造了他们的教学决策和实践。然而，这种关系的理论假设并没有在不同的背景下进行实证检验。为此，这项横断面调查设计研究旨在利用来自土耳其295名在职教师的数据，检验教师的教育理念与其课程设计取向之间的关系。采用Pearson系数检验了教师的教育理念与课程设计取向之间的相关性。逐步多元回归技术被用来确定一组最佳的教育哲学，这些哲学显著地估计了每种设计类型的课程设计取向。研究表明，土耳其教师的教育哲学和课程设计取向之间的联系与理论文献一致，但在以问题为中心的设计中存在一些分歧。本研究可能有助于在非西方背景下测试课程设计取向的理论假设。

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来源期刊

Curriculum Matters Social Sciences-Education

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期刊介绍： Published annually, this peer-reviewed journal provides an avenue for discussion, commentary and information about curriculum. The full archive of back issues is available.