The Relationship Between Classroom Teachers’ Curriculum Design Approach Preferences And Classroom Practices For Teaching Thinking Skills Sinif Öğretmenlerİnİn Eğİtİm Programi Tasarim Yaklaşimi Tercİhlerİ Ve Düşünme Becerİlerİnİn Öğretİmİnde Sinif İçİ Uygulamalari Arasindakİ İlİşkİ

Pehlİvan M., TAŞKIN Ç. Ş.

Milli Egitim, cilt.49, sa.225, ss.89-127, 2020 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 49 Sayı: 225
  • Basım Tarihi: 2020
  • Dergi Adı: Milli Egitim
  • Derginin Tarandığı İndeksler: Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.89-127
  • Anahtar Kelimeler: curriculum, Teachers, teaching thinking skills, thinking skills
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

The aim of the research is to investigate the relation between classroom teachers’ curriculum design orientations preferences and these teachers’ classroom practices for teaching thinking skills. The sample of this study includes 516 classroom teachers working in Çanakkale city center and districts in 2018-2019 academic year. Teachers’ Curriculum Design Approach Preference Scale and Teachers’ Classroom Practices for Teaching Thinking Scale were used in the research. As a result of the research, those teachers prefer at least subject centered design approach. It is observed that male teachers and teachers with 21 years of service years had more in-class activities in teaching thinking skills, teachers graduated from Teacher Education Schools were more depended on the program, teachers working in the city center represent the authority more. In addition, the findings show a strong positive relation between classroom teachers’ curriculum design preferences and classroom exercises to practice thinking skills.