Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Developing a Scale for Attitudes towards the Curriculum Development and Instruction Course*

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Developing a Scale for Attitudes towards the Curriculum Development and Instruction Course*

Article excerpt

Abstract

The purpose of this study was to develop a scale in order to measure prospective teachers' attitudes towards the Curriculum Development and Instruction course. The study group was composed of 286 prospective teachers. The process of developing the Attitude Scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert opinions, a pretesting study as well as studies on determining the structural validity and reliability. The scale as a result of analysis consisted of 30 items and three factors. These factors were called contradiction 112 items], interest (9 items] and appreciation (9 items]. It was seen that the factor weights of the scale items varied between 0.51 and 0.75. Three factors were interpreted 60.15% of total variance on scale scores. The statistical analysis concluded that the Attitude Scale for Curriculum Development and Instruction course was a valid and reliable tool.

Key Words

Curriculum Development, Attitude, Scale Development, Prospective Teacher.

Teachers are one of the main components of education systems. Teachers' professional task and responsibility fulfillment depends on teaching skills. Teachers' professional quality consists of general knowledge, branch knowledge, teaching knowledge, skills and qualifications. Teachers gain professional skills through teaching profession knowledge courses and practices included in teacher training programs (Varis, 1976). Carrying out teaching profession knowledge courses effectively is necessary to provide prospective teachers with the teaching qualifications in an effective way. A teacher who is trained academically and vocationally well can be competent in his/her profession (Hesapçioglu, 1988). Therefore, it is critical to increase the quality of pre-service teacher training programs and provide prospective teachers with professional knowledge, skills, attitudes and values in an efficient way. Increasing the quality of education could be ensured by quality teachers.

In Turkey, restructuring was introduced in pre-service teacher training programs in 1998 to train quality teachers and it was put into practice in the 1998-1999 academic year (Baskan, 2001; Kavak, Aydin, & Altun, 2007; YÖK/Dünya Bankasi, 1998). During the process, it was decided by The Council of Higher Education [CoHE] to train secondary school teachers with undergraduate programs combined with non-thesis graduate program or non-thesis graduate programs ("Lisansüstü Egitim," 1996). One of the teaching profession knowledge courses included in the programs was the Curriculum Development and Instruction Course (Kavak et al., 2007). With the latest regulation by CoHE as of the 2010-2011 aca- demic year, it was decided to end Secondary School Education Non-Thesis Graduate Programs and to provide formation within undergraduate programs. The regulation defined pedagogical formation certificate courses for teachers and the principles of pedagogical formation training (Yüksekögretim Ku-rulu [YÖK], 2010a). The 2 credit course including 2 hour theoretical lecture was also covered by Certificate Program for English Language Education. The content of the course consisted of curriculum development and stages in instructional process, main principles, instructional planning and applications, new approaches in teaching and instruction, teachers' tasks and responsibilities for increasing the quality of instructional services and so on (YÖK, 2010b). Within the framework of the course, it was attempted to provide prospective teachers with knowledge, skills, and attitudes related to curriculum development.

Curriculum development process necessitates a team work that teachers are also participated and occurring in various levels (Hesapçioglu, 1988). Curriculum development is a process on national, regional, local scales or school wide. However, program documents at these levels are used for teaching-learning strategies for teachers, not for content imposition. …

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