“Primary School Curriculum is like a Matryoshka": Teacher Candidates’ Perceptions of the Curriculum
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 21 January 2023

“Primary School Curriculum is like a Matryoshka": Teacher Candidates’ Perceptions of the Curriculum

Figen Yıldırım

Kilis 7 Aralik University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.01.688

Pages: 68-87

Keywords: Curriculum, Perceptions, Pre-Service Teachers, Primary School Curriculum

Abstract

The curriculum is an important guide for a country's education system. It covers the objectives, teaching and learning process, content, and evaluation process. The primary school curriculum was updated in Turkey in 2018 and made simpler compared to the 2006 curriculum. The purpose of this research was to explore the perceptions of primary school teacher candidates about the primary school curriculum through conceptual metaphor theory. For this purpose, teacher candidates completed the prompt "Primary school curriculum is like/similar to ........ Because ………” The data in this qualitative research was analyzed using content analysis techniques. The characteristics of the curriculum guided the analysis process. According to the findings, eight themes were identified: Primary school curriculum as being systematic, being the foundation of education, being a guide, being individual foundations, being purpose-oriented, being applicable, being the foundation of life, and others. The findings indicate that the pre-service teachers mostly produced positive metaphors for the primary school curriculum. According to the results of the research, it was determined that the pre-service teachers emphasized the basic features of the program and their level of knowledge was high. It is expected that the research will contribute to primary school teacher education.

References

  1. Akınoğlu, O. (2017). Pre-service teachers’ metaphorical perceptions regarding the concept of curriculum. International Journal of Instruction, 10(2), 263-278.

  2. Akyol, C. (2021). Metaforların kullanım alanları ve faydaları [Uses and benefits of metaphors] In B. Kılcan (Ed.), Metafor ve eğitimde metaforik çalışmalar için bir uygulama rehberi [A guide for metaphor and metaphorical studies in education] (pp.49-87). Pegem Akademi.

  3. Alan, Y. (2021). Metaphors of academics in Turkey for distance education. International Journal of Progressive Education, 17(4), 171-187. http://dx.doi.org/10.29329/ijpe.2021.366.11

  4. Alarcón, P., Díaz, C., & Vergara, J. (2015). Chilean preservice teachers’ metaphors about the role of teachers as professionals. In W. Wan, & G. Low (Eds.), Elicited metaphor analysis in educational discourse (pp. 289-314). Benjamins Publishing Company.

  5. Alarcón, P., Díaz, Ç., Tagle, T., Vásquez, V., Inostroza, M. J., Quintana, M., & Ramos, L. (2019). Map, foundations, recipe, burden: teachers’ conceptual metaphors on lesson planning. DELTA, 35(4), 1-22. http://dx.doi.org/10.1590/1678-460X2019350408

  6. Atik, A. D. (2020). Pre-service science teachers’ perception of distance education: A Metaphor analysis. International Journal of Scholars in Education, 3(2), 148-170.

  7. Aykaç, N., & Çelik, Ö. (2014). Comparison of methaphoric perception of teachers and pre-service teachers about curriculum. Education and Science, 39(173), 328-340.

  8. Baş, G. (2016). Curriculum evaluation scale: Validity and reliability study. Turkish Journal of Educational Studies, 3(1), 53-80.

  9. Burak, D. (2022). Örnekleme yöntemleri [Sampling methods]. In H. Tabak, Aksu Dünya, B., & Şahin, F. (Eds.), Eğitimde araştırma yöntemleri [Research methods in education] (pp. 126-153). Pegem.

  10. Burak, D., & Amaç, Z. (2021). “Refugee students are like broken-winged birds” pre-service teachers’ perceptions of refugee students. Milli Eğitim, 50(Special Issue), 221-247). http://dx.doi.org/10.37669.milliegitim.955233

  11. Çelikkaya, T., & Seyhan, O. (2017). Metaphor perceptions of social studies teachers and preservice teachers related to universal values. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(3), 65-87. https://doi.org/10.19160/ijer.342330

  12. Çırak Kurt, S. (2017). Secondary school teachers’ metaphoric perceptions of the concept of curriculum. Dicle University Journal of Ziya Gökalp Faculty of Education, 31, 631-641. http://dx.doi.org/10.14582/DUZGEF.654

  13. Demir, B., Yücesoy, Y., & Serttaş, Z. (2020). Program literacy levels of teacher candidates: The example of TRNC. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler, 5(1), 28-37.

  14. Demirtaş, Z. (2017). A general view to program evaluation approaches in education. Sakarya University Journal of Education, 7(4), 756-768. http://dx.doi.org/10.19126/suje.388616

  15. Erdamar, F. S., & Akpunar, B. (2020). Analysis of classroom teachers’ perceptions of curriculum literacy. Journal of Education and Training Studies, 8(3), 21-31. https://doi.org/10.11114/jets.v8i3.4619

  16. Erden, M. (1998). Eğitimde program değerlendirme [Curriculum evaluation in education] (3. Baskı). Ankara: Anı Yayıncılık

  17. Ertürk, S. (1993). Eğitimde “program” geliştirme [Curriculum development in education] (7. Baskı). Meteksan.

  18. Faiz, M., & Karasu Avcı, E. (2019). The metaphorical perceptions of social studies teacher candidates related to “Ataturkism”. Bayburt Eğitim Fakültesi Dergisi, 14(28), 217-252. https://doi.org/10.35675/befdergi.475283

  19. Fırat Durdukoca, Ş. (2017). Metaphorical perceptions of prospective teachers related to curriculum development course. SOBİDER The Journal of Social Sciences, 4(11), 349-365.

  20. Fisher-Ari, T. R., & Lynch, H. L. (2015). Archeology, legos, and haunted houses: Novice teachers’ shifting understandings of self and curricula through metaphor. Journal of Curriculum Studies, 47(4), 529-552. https://doi.org/10.1080/00220272.2015.1049297

  21. Gültekin, M. (2013). The metaphors that primary education teacher candidates use regarding curriculum. Education and Science, 38(169), 126-141.

  22. Gültekin, M. (2017). Program geliştirmeye ilişkin temel kavramlar [Basic concepts related to curriculum development]. In B. Oral ve T. Yazar (Eds.), Eğitimde program geliştirme ve değerlendirme [Curriculum development and evaluation in education] (pp. 2-42). Pegem Akademi.

  23. Gültekin, M. (2020). Cumhuriyet dönemi ilkokul programları [Primary school curriculum in republican era]. In M. Gültekin (Ed), Cumhuriyet dönemi ilkokul programlarındaki gelişmeler [Developments in primary school curriculum in republican era] (pp. 2-74). Pegem Akademi

  24. Hesapçıoğlu, M. (1994). Öğretim ilke ve yöntemleri: Eğitim programları ve öğretim [Teaching principles and methods: Curriculum and instruction] (3rd ed.). Beta.

  25. Ibrahim, A. M. (2016). Curriculum metaphors. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4, 385-390.

  26. İzalan, Z., & Gögebakan-Yıldız, D. (2018). A comparative study of classroom teachers' educational beliefs and metaphorical perceptions of curriculum, International Online Journal of Educational Sciences, 10(4), 199-214.

  27. Kahramanoğlu, R. (2019). A study on teachers' levels of curriculum literacy. The Journal of International Social Research, 12(65), 827-840. http://dx.doi.org/10.17719/jisr.2019.3495

  28. Kara, A., & Akdağ, M. (2017). Program değerlendirme modelleri-I [Curriculum evaluation models-I]. In B. Oral, & T. Yazar (Eds.), Eğitimde program geliştirme ve değerlendirme [Curriculum development and evaluation] (pp. 469-488). Pegem Akademi

  29. Kasoutas, M., & Malamitsa, K. (2009). Exploring Greek teachers' beliefs using metaphors. Australasian Journal of Teacher Education, 34(2), 64–83.

  30. Kavrayıcı, C. (2021). Metaphoric perceptions of pre-service teachers about the concepts of “school principal” and “education system.” Turkish Online Journal of Qualitative Inquiry (TOJQI), 12(2), 89-115. https://doi.org/10.17569/tojqi.833572

  31. Kılcan, B. (2021). Eğitim bilimlerinde metaforların veri toplama aracı olarak kullanılması, örnek bir uygulama [Usage of metaphors in education science as a data collection tool, an example]. In B. Kılcan (Ed.), Metafor ve eğitimde metaforik çalışmalar için bir uygulama rehberi [A guide for metaphor and metaphorical studies in education] (pp.88-108). Pegem Akademi.

  32. Kliebard, H. (1982). Curriculum theory as metaphor. Theory into Practice, 21, 11-17. https://www.jstor.org/stable/1476704

  33. Korkmaz, İ. (2021). İlkokul programının özellikleri [Characteristics of primary school curriculum]. In İ. Korkmaz (Ed.) İlkokulda öğretim öğretmen el kitabı[Teacher handbook for teaching in primary schools] (pp. 1-16). Pegem Akademi.

  34. Kuzu, O., Kuzu, Y., Sıvacı, S. (2018). Preservice teachers’ attitudes and metaphor perceptions towards mathematics. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(2), 897-931.

  35. Lakoff, G., & Johnson, M. (1980). Conceptual metaphor in everyday language. The Journal of Philosophy, 77(8), 453-486.

  36. Lakoff, G., & Johnson, M. (2003). Metaphors we live by. University of Chicago Press.

  37. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey.

  38. Ministry of National Education [MoNE]. (2018). Öğretim programları [Teaching curricula]. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=326

  39. Moser, K. S. (2000). Metaphor analysis in psychology-method, theory, and fields of application. Forum: Qualitative Research, 1(2). Article 21. http://dx.doi.org/10.17169/fqs-1.2.1090

  40. Oliva, P. (2012). Developing the curriculum (8th ed.). Allyn & Bacon

  41. Oral, B., & Süer, S. (2017). Program değerlendirmede kullanılan araştırma yöntemleri ve veri toplama araçları [Research methods and data collection tools in curriculum evaluation]. In B. Oral & T. Yazar (Eds.), Eğitimde program geliştirme ve değerlendirme yöntemleri [Curriculum development and evaluation methods] (pp. 509-538). Pegem Akademi.

  42. Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.

  43. Oyetoro, O. S., & Kareem, A. O. (2022). Pre-service teachers’ metaphors of the relationship between curriculum and instruction. International Journal of Curriculum and Instruction 14(2), 1392–1418

  44. Özalp, H. K. (2018). Perception of elementary education and art education teacher candidates towards the aesthetic concept. Universal Journal of Educational Research 6(10), 2187-2198. http://dx.doi.org/10.13189/ujer.2018.061017

  45. Özdemir, S. M. (2012). Metaphoric perceptions of prospective teachers regarding the concept of curriculum. Journal of Theoretical Educational Science, 5(3), 369-393.

  46. Özenç, E. G., & Özenç, M. (2018). Classroom teacher candidates’ metaphoric perceptions regarding the concepts of reading and writing: A comparative analysis. International Education Studies, 11(1), 100-110. https://doi.org/10.5539/ies.v11n1p100

  47. Özkal, N. (2020). Teacher Candidates’ metaphorical perceptions for “curriculums applied in Turkey.” Ekev Akademi Dergisi, 24(81), 309-328.

  48. Saban, A. (2004). Entry level prospective classroom teachers’ metaphors about the concept of “teacher.” The Journal of Turkish Educational Sciences, 2(2), 131-155.

  49. Saban, A., Koçbeker, H. N., & Saban A. (2006). Öğretmen adaylarının öğretmen kavramına ilişkin algılarının metaforlar yardımıyla analiz edilmesi [Analyzing pre-service teachers’ perceptions about the teacher concept through metaphors]. Educational Sciences: Theory & Practice, 6(2), 509-522.

  50. Serhatlıoğlu, B. (2016). Metaphorical perceptions of prospective teachers of curriculum. The 2016 WEI International Academic Conference Proceedings. Prague, Czech Republic.

  51. Steiner, D. (2018). Curriculum literacy in schools of education? The hole at the center of American teacher preparation. https://learningfirst.com/wp-content/uploads/2020/07/8.-Curriculum-literacy-in-schools-of-education.pdf

  52. Wiles, J. W., & Bondi, J. C. (2015). Curriculum development: A guide to practice(9th ed.). Pearson.

  53. Yazar, T., & Keskin, İ. (2020). Nitel araştırmada örneklem [Sampling in qualititative study] In B. Oral, & A. Çoban (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri [Research metohds in education from theory to practice] (pp. 229-247). Pegem Akademi

  54. Yazar, T., Özekinci, B., & Lala, Ö. (2017). Metaphorical perceptions of teachers and school managers related to the concept of value education. Journal of Qualitative Research in Education, 5(3), 245-269. http://dx.doi.org/10.14689/issn.2148- 2624.1.5c3s11m

  55. Yeşilpınar Uyar, M. (2017). Perceptions of students from the department of computer education and instructional technologies regarding the concept of curriculum. International Education Studies, 10(9), 9-22. https://doi.org/10.5539/ies.v10n9p9

  56. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin Yayıncılık.

  57. Yıldız, S., Özen, R., & Yıldız, K. (2018). Basic education department preservice teachers and curriculum: A metaphor study. International Journal of Social Sciences and Education Research, 4(1), 165-184.

  58. Yurdakul, B. (2015). Perceptions of elementary school teachers concerning the concept of curriculum. Educational Sciences: Theory & Practice, 15(1), 125-139.

bottom of page