Interpreting the curricula: Multifactorial sense-making by preschool teachers in Turkey
Yazarlar (2)
Doç. Dr. Tarık BAŞAR
Kırşehir Ahi Evran Üniversitesi, Türkiye
Dr. Öğr. Üyesi Hasan DİLEK
Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Teaching and Teacher Education |
| Dergi ISSN | 0742-051X Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | Türkçe |
| Basım Tarihi | 01-2025 |
| Cilt No | 162 |
| DOI Numarası | 10.1016/j.tate.2025.105060 |
| Makale Linki | https://doi.org/10.1016/j.tate.2025.105060 |
| Özet |
| 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. |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 1 |