Evaluation of 2018 Secondary Education English Lesson Curriculum in Terms of Learner Autonomy
Yazarlar (2)
Prof. Dr. Menderes ÜNAL
Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Diğer hakemli uluslarası dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Türk Akademik Yayınlar Dergisi (TAY Journal) | ||
| Dergi ISSN | 2618-589X | ||
| Dergi Tarandığı Indeksler | Education Full Text (H. W. Wilson) Database Covarage List | ||
| Makale Dili | İngilizce | Basım Tarihi | 12-2022 |
| Cilt / Sayı / Sayfa | 6 / 2 / 406–428 | DOI | – |
| Makale Linki | https://dergipark.org.tr/en/download/article-file/2517780 | ||
| Özet |
| The purpose of this study is; to determine the level of learner autonomy in the 2018 Secondary Education English Lesson Curriculum. This study was conducted in the 2020-2021 academic year and is a qualitative study conducted in the case study model. Document analysis was used as data collection method. The study subject of this research is “2018 Secondary Education English Lesson (9th, 10th, 11th and 12th Grades) Curriculum”. As a result of the literature review conducted in line with the purpose of the study, an evaluation criteria form was created for the evaluation of the curriculum: Determination of general objectives, education processes, measurement and assessments, teacher’s role, student’s role and learning outcomes are discussed. The data obtained from curriculum evaluation were analyzed by descriptive analysis method. The findings obtained from the analysis of the Secondary Education English Lesson Curriculum show that it includes practices of learner autonomy in determining goals, education and training processes, assessment, teacher’s role, student’s role and learning outcomes. |
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