Analysis of elementary prospective teachers` curriculum orientations
Curriculum orientation is described as the system of common beliefs about curriculum elements like the goals, content, teaching strategy, and evaluation of curriculum. The aim of this study was to analyze prospective teachers’ curriculum orientations. The study was carried out with 297 prospective elementary teachers from four different departments (classroom, Turkish, science and mathematics) of Kazım Karabekir Education Faculty at Atatürk University, Erzurum. Data were collected through Curriculum Orientation Inventory, and one-way multivariate analysis of variance and correlation analysis were employed. The results showed that prospective teachers mostly preferred humanistic orientation, academic orientation was less. Prospective Turkish language teachers mostly preferred cognitive orientation compared to prospective classroom teachers. According to sex variable, there was no statistically significant difference among prospective teachers` curriculum orientations. Among the curriculum orientations, highest correlation was found between ‘cognitive’ and ‘reconstructivist’; and the lowest one was found in ‘academic’- ‘reconstructivist’ and ‘humanistic’ curriculum orientations.
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