School administrators’ opinion about ımplementing curriculum developed in accordance with constructivist approach
Yükleniyor...
Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi Eğitim Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this research is to determine what do school administrators think about
implementing curriculum developed in accordance with constructivist approach.
Because this research was aimed at determining the current conditions, a descriptive
model was used. This research was carried out with 104 school administrators
working at Kırklareli province center and it’s districts in 2014-2015 academic year. In
order to determine school administrators’ opinion about constructivist approach semistructured
interview form that prepared within scope of this research was applied to
participants. According to results school administrators have emphasized that
generally there are problems in implementing curriculum developed in accordance
with constructivist approach. Likewise school administrators have indicated that
teachers, parents of students and learning environments aren’t sufficient to
implementing curriculum developed in accordance with constructivist approach. In
addition to it has been found that school administrators have some proposals to
implementing curriculum developed in accordance with constructivist approach be
more efficient such as providing in-service training about constructivist approach to
educational staff and parents of students, making appropriate physical environment
up and ensuring adequate educational material.
Açıklama
İnönü University Journal of the Faculty of Education Vol 18, No 2, 2017.
Anahtar Kelimeler
Constructivist approach, School administrators, Curriculum
Kaynak
İnönü Üniversitesi Eğitim Fakültesi
WoS Q Değeri
Scopus Q Değeri
Cilt
18
Sayı
2
Künye
Eskici, M. (2017). School administrators’ opinion about ımplementing curriculum developed in accordance with constructivist approach. İnönü University Journal of the Faculty of Education Vol 18, No 2, 2017.
