The Current State of Instructional Materials Education: Aligning Policy, Standards, and Teacher Education Curriculum

By Tekir, Serpil; Akar, Hanife | Kuram ve Uygulamada Egitim Bilimleri, February 2019 | Go to article overview

The Current State of Instructional Materials Education: Aligning Policy, Standards, and Teacher Education Curriculum


Tekir, Serpil, Akar, Hanife, Kuram ve Uygulamada Egitim Bilimleri


About the core knowledge and skills that a teacher is required to have, teacher education policies, professional teaching standards and recent research all indicate that literacy and competence in instructional materials plays a central role (Caena, 2014; Kitao & Kitao, 1997; Milli Eğitim Bakanlığı [MEB], 2002, 2008, 2017; Shulman 1987; Yüksek Öğretim Kurumu [YÖK], 2005, 2018). Similarly, the two important agents in teacher education in Turkish context, the Ministry of National Education (MNE), and the Higher Education Council (HEC), mention competence in instructional materials as an important requirement. To develop preservice teachers' competence in instructional materials, teacher education programs utilize instructional materials courses. The problem is that although instructional materials education offered at preservice programs, English as a Foreign Language (EFL) teachers demonstrate low instructional materials literacy levels and feel unprepared regarding instructional materials (Kızılaslan, 2011; Sali & Keçik, 2018).

Limited preservice materials education that is theory-laden, disconnected from teachers' daily practices and potentially misaligned to current materials policies and standards may contribute to this low competence levels. As such, there is lack of evidence to suggest that the content of preservice instructional materials courses are meeting the instructional materials literacy needs of teacher candidates or that they align with policies and standards aimed at developing teacher competence in instructional materials. Therefore, the alignment between instructional materials course curriculum and the policy and standards for teacher competence in instructional materials has yet to be examined. Thus, the current research is significant as it would serve to identify gaps in teacher preparation and guide improvements in teacher education syllabi in courses pertaining pre-service teachers' use of instructional materials.

This study examined how national directives translate into teacher education programs by analyzing the alignment of preservice instructional materials education curriculum with the explicit policies and standards across two alignment dimensions (i.e., content focus and depth of competence). The following research questions guided our investigation:

1. What is the content focus and depth of competence represented in teacher education policy documents, teaching standards, and instructional materials course syllabi learning expectations?

2. What is the degree and nature of alignment between policy and standards documents, and instructional materials course learning expectations as related to the two alignment dimensions?

A curriculum alignment methodology was used to respond to these research questions. By examining the alignment between policy and practice, this research may emphasise the delicacy of policy implementation in centralized education systems and the significance of well-aligned teacher education programs for adequately preparing teacher candidates for their future careers, which will for sure affect the quality of education at schools in the long run. All these factors contribute to the significance of the study.

Literature

Alignment

The concept of alignment as stated in some resources has various definitions in the literature. Different researchers offer different definitions of the term. While some consider it as the match of topics between subject areas and grades (Newmann, Smith, Allensworth, and Bryk, 2001), some regard it as an organizational issue (Bryk, Lee, and Holland, 1993; Coleman, Hoffer, and Kilgore, 1982). Still some other researchers use the term to characterize the agreement among components of the instructional system (Anderson, 2002; Biggs, 1999; Cotton and Savard, 1982; English, 1992; Fuhrman, 1993; Smith & O'Day, 1991).

In this research, the alignment means the alignment of the EFL preservice instructional materials education curriculum to the explicit policies and professional standards as stated by Drake and Burns (2004). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

The Current State of Instructional Materials Education: Aligning Policy, Standards, and Teacher Education Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.