Investigation of Primary Teachers' Curriculum Fidelity
Keywords:
Curriculum fidelity, Curricula in primary schools, Fidelity behaviors, Primary education
Abstract
Curriculum fidelity refers to the closeness between the formal and implemented program and is the determination of how well a curriculum is implemented in line with its original design. The teacher is emphasized as an important variable for curriculum fidelity, and his/her attitudes and behaviors during the implementation of designed curriculum are important for the innovation and development studies in curriculum and instruction field. In this context, the aim of this study is to reveal the curriculum fidelity behaviors of primary teachers who are to use curriculum of different disciplines. This study was based on a survey design in which quantitative data were used. In this context, the Curriculum Fidelity Scale and an open-ended questionnaire form were applied to a total of 516 primary teachers who voluntarily participated in the study. The data obtained were analyzed with descriptive statistics, t-test, one-way ANOVA tests. The findings showed that primary teachers have a high curriculum fidelity highlighting the programs’ functions of directing the learning activities and informing about the targets of the school subjects. In addition, it was concluded that while the primary teachers felt the need to apply to curriculum of the core subjects, they mostly benefited from the curriculum components which are learning and teaching activities.
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References
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Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y. J., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489-502. https://doi.org/10.1002/tea.21223
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Çobanoğlu, R., & Çapa-Aydin, Y. (2015). When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs. Early Childhood Research Quarterly, 33, 77-86. https://doi.org/10.1016/j.ecresq.2015.07.001
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Çetin, A., & Ünsal, S. (2019). Social, psychological effects of central examinations on teachers and their reflections on teachers' curriculum implementations. Hacettepe University Journal of Education, 34(2), 304-323.https://doi.org/10.16986/HUJE.2018040672
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Davis, E. A., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. https://doi.org/10.3102/0013189X034003003
Dikbayır, A., & Bümen, N. T. (2016). An investigation of ninth grade mathematics curriculum fidelity. International Journal of Curriculum and Instructional Studies, 6(11), 17-38. http://www.ijocis.com/index.php/ijocis/article/view/166/130
Dolapcıoglu, S. D. (2020). Öğretmenlerin program tasarım tercihleri felsefi inançları ve sınıf içi uygulamalarına yönelik karşılaştırmalı bir bakış. Electronic Journal of Social Sciences, 19(75), 1108-1121. https://doi.org/10.17755/esosder.643313
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Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256. https://doi.org/10.1093/her/18.2.237
Elliott, A. C., & Woodward, W. A. (2007). Statistical analysis quick reference guidebook with SPSS examples. London: Sage Publications.
Erdamar, F. S. (2020). Sınıf öğretmenlerinin program okuryazarlık algıları ve ilkokul yöneticilerinin öğretmenlerin program okuryazarlık becerisine yönelik algılarının ilerlemeci felsefe bağlamında analizi. (Unpublished doctoral dissertation). Fırat Üniversitesi, Elazığ, Türkiye.
Günay, D. (2018). Türkiye’de lisansüstü eğitim ve lisansüstü eğitime felsefi bir bakış. Üniversite Araştırmaları Dergisi, 1(2), 71-88. https://doi.org/10.32329/uad.450965
Haataja, A., Voeten, M., Boulton, A. J., Ahtola, A., Poskiparta, E., & Salmivalli, C. (2014). The KiVa antibullying curriculum and outcome: Does fidelity matter? Journal of school psychology, 52(5), 479-493. https://doi.org/10.1016/j.jsp.2014.07.001
Hall, G., & Hord, S. (2015). Implementing change: Patterns, principles, and potholes (4th ed.). Upper Saddle River, NJ: Pearson.
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Published
2022-06-18
Section
Articles
How to Cite
Süer, S., & Kinay, İsmail. (2022). Investigation of Primary Teachers’ Curriculum Fidelity. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(1), 191-214. https://doi.org/https://doi.org/10.31704/ijocis.2022.009
