Examining The Curriculum Literacy, Pedagogical Knowledge and Skill Levels of Preservice Teachers
Curriculum Literacy, Pedagogical Knowledge and Skill
Keywords:
Curriculum, Curriculum literacy, Pedagogical knowledge, and skill
Abstract
Curriculum literacy includes the concepts of curriculum and literacy in one concept. Pedagogical knowledge is a classroom management competence and skill related to teaching and learning process. The aim of this study was to examine preservice teachers’ curriculum literacy levels and their pedagogical knowledge and skills. This research sample, a correlational model, consists of 213 preservice teachers studying at a state university in the Eastern Anatolia Region. The Curriculum Literacy Scale and Pedagogical Knowledge and Skills Scale were used to collect the research data. Mann-Whitney U test and Kruskal-Wallis test were used to analyze the data. It was understood that preservice teachers had positive opinions on curriculum literacy and pedagogical knowledge and skills scales. There was no significant difference between preservice teachers’ curriculum literacy levels related to gender variable. However, a significant difference was found in the reading sub-dimension of curriculum literacy with reference to the grade variable. Although there was no statistically significant difference between the pedagogical knowledge and skills of preservice teachers in relation to the grade variable, a significant difference was observed in all sub-dimensions of the grade variable. As a result, it was also found that there was a moderate positive correlation between preservice teachers’ curriculum literacy levels and their pedagogical knowledge and skills levels.
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References
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Altıntaş, S., Göçen-Kabaran, G., & Kabaran, H. (2018). Determining preservice teachers’ cognitive structures on the concept of curriculums via the word-association test. Turkish Studies, 13(4), 1397-1411. http://dx.doi.org/10.7827/TurkishStudies.13034
Arslan, S., & Özpınar, İ. (2008). Teachers qualifications: Comparison between primary school curriculum expectations and teachers acquisitions in education faculties. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1), 38-63.
Aslan, S. (2018). Ortaokul öğretmenlerinin program okuryazarlık düzeyleri (The curriculum literacy level of secondary school teachers). (Thesis No: 516831) [Master’s Thesis, Hacettepe University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/434232
Aygün, H. E. (2019). The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy. International Journal of Curriculum and Instructional Studies, 9(2), 203-220. https://doi.org/10.31704/ijocis.2019.009
Bal, M. S., & Karademir, N. (2013). Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge (TPCK). Pamukkale Üniversity of Journal Education, 34, 15-32.
Baysen, F., Çakmak, N., & Baysen, E. (2017). Information literacy and teacher education. Turkish Librarianship, 31(1), 55-89. https://doi.org/10.24146/tkd.2017.5
Beck, J. (2013). Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education, 43(2), 177-193. https://doi.org/10.1080/0305764X.2013.767880
Bektaş, M., Aydın, E., & Ayvaz, A. (2015). Elementary preservice teachers’ views on their future professional competencies. Sakarya University Journal of Education, 5(2), 174-192. https://doi.org/10.19126/suje.35440
Bulut, A. (2012). Investigating perceptions of preservice mathematics on their technological pedagogical content knowledge (TPACK) regarding geometry. (Thesis No. 321082) [Master’s Thesis, Middle East Technical University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/681749
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri (22nd ed.). Pegem Akademi.
Bolat, Y. (2017). Concept of curriculum literacy and curriculum literacy scale. International Periodical for the Languages, Literature, and History of Turkish or Turkic, 12(18), 121-138. https://doi.org/10.7827/TurkishStudies.12103
Çelikten, M., Şanal, M., & Yeni, Ö. Y. (2005). Teaching professions and its characteristics. Journal of the Institute of Social Sciences, 19(2), 207-23.
Çiltaş, A., & Akıllı, M. (2011). Pedagogic qualifications of teachers. Mehmet Akif Ersoy University Journal of the Institute of Social Sciences, 3(4), 64-72.
Ekici, C. (2018). Öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) ile sınıf yönetimi becerileri arasındaki ilişki (Çanakkale ili örneği) (The relationship between teachers’ technological pedagogical content knowledge (TPAB) and classroom management skills (Çanakkale province case)) (Thesis No. 528831) [Master’s thesis, Onsekiz Mart University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/109642
Erdamar, F. S. (2020). Sınıf öğretmenlerinin program okuryazarlık algıları ve ilkokul yöneticilerinin öğretmenlerin program okuryazarlık becerisine yönelik algılarının ilerlemeci felsefe bağlamında analizi (The analysis of primary school teachers’ curriculum literacy perceptions and primary school administrators’ perceptions of teachers’ curriculum literacy skills in the context of progressive philosophy). (Thesis No. 621287) [Doctoral Dissertation, Fırat University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/353204
Erdem, A. R. (2013). Öğretmen yetiştirmenin bugünü ve geleceği: Sorunlar ve çözüm önerileri [Present and future of teacher training: Problems and solution proposal]. Anı.
Erdem, C., & Eğmir, E. (2018). Prospective teachers’ levels of curriculum literacy. Afyon Kocatepe University Journal of Social Sciences, 20(2), 123-138. https://doi.org/10.32709/akusosbil.428727
Erden, M. (1998). Öğretmenlik mesleğine giriş. Alkım.
Erdoğan, A., & Şahin, İ. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia Social and Behavioral Sciences, 2, 2707–2711. https://doi.org/10.1016/j.sbspro.2010.03.400
Eskicumalı, A. (2005). Öğretmenlik mesleğine giriş. In Y. Özden (Ed.), Eğitim, öğretim ve öğretmenlik mesleği içinde (4th ed., pp. 2-29). Pegem Akademi.
Gencel, U. (2001). Total quality management and accreditation in the Turkish higher education system. Dokuz Eylül University Journal of Social Sciences Institute, 3(3), 164-218.
General Directorate of Teacher Training and Development. (2017). General competencies of the teaching profession. MEB Publications.
Green, B. (1999). Curriculum, literacy and the state: Re ‘right’-ing English?. Curriculum Studies, 7(3), 385-407. https://doi.org/10.1080/14681369900200067
Güler, F. (2015). Investigation of pre-service science teachers’ perceptions related to pedagogical knowledge and pedagogical content knowledge. (Thesis No. 399926) [Master’s Thesis, Middle East Technical University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/680921
Gökçek, T., & Yılmaz, A. (2019). The adaptation of the pedagogical knowledge and skills survey into Turkish: Validity and reliability study. Turkish Journal of Education, 8(1), 52-70. https://doi.org/10.19128/turje.459678
Gündoğan, G. (2019). Öğretmenlerin program okuryazarlıkları hakkında nitel bir değerlendirme [A qualitative evalution on teachers’ curriculum literacy]. (Thesis No. 579025) [Master’s Thesis, Kahramanmaraş Sütçü İmam University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/204687
Gürşimşek, I. (1998). New approaches in teacher education. Hacettepe University Journal of Education, 14, 25-28.
Hacıömeroğlu, G., & Şahin-Taşkın, Ç. (2012). Turkish adaptation of pedagogical development instrument: Elementary preservice teachers’ development level regarding mathematics teaching. Dicle University Journal of Ziya Gökalp Education Faculty, 18, 48-68.
Kahramanoğlu, R. (2019). A study on teachers’ levels of currıculum literacy. The Journal of International Social Research, 12(65), 827-840. http://dx.doi.org/10.17719/jisr.2019.3495
Karagülle, S., Varki, E., & Hekimoğlu, E. (2019). An investigation of the concept of program literacy in the context of applicability and functionality of educational programs Journal of Educational Reflections, 3(2), 85-97.
Karseth, B., & Sivesind, K. (2010). Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education, 45(1), 103-120.
Keskin, A., & Korkmaz, H. (2021). Development of teachers’ curriculum literacy perception scale. The Journal of Turkish Educational Sciences, 19(2), 857-884. https://doi.org/10.37217/tebd.917130
Kızılaslan-Tunçer, B., & Şahin, Ç. (2019). Examining the knowledge level of pre-service teachers about the curriculum. Erzincan University Journal of Education Faculty, 21(2), 247-260. https://doi.org/10.17556/erziefd.511367
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDY
Kozikoğlu, İ., & Uygun, N. (2018). Investigation of the relationship between teachers’ philosophies of education beliefs and curriculum design approaches. Cukurova University Journal of Education Faculty, 47(2), 411-438. https://doi.org/10.14812/cuefd.404297
König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76-88. https://doi.org/10.1016/j.tate.2013.11.004
Mehmetlioğlu, D., & Haser, Ç. (2013). Preservice elementary mathematics teachers’ preparedness for the teaching profession. Pamukkale University Journal of Education, 34(34), 91–102. https://doi.org/10.9779/PUJE531
Meriç, G. (2014). Determining science teacher candidates’ self-reliance levels with regard to their technological pedagogical content knowledge. Journal of Theory and Practical in Education, 10(2), 352-367.
Mills, K. A., & Unsworth, L. (2015). The literacy curriculum: A critical review. In D. Wyse, L. Hayward & Z. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 621-637). SAGE Publications. https://doi.org/10.4135/9781473921405.n39
Nsibande, R. N., & Modiba, M. M. (2012). I just do as expected. Teachers’ implementation of continuous assessment and challenges to curriculum literacy. Research Papers in Education, 27(5), 629-645. https://doi.org/10.1080/02671522.2011.560961
Ornstein, A. C., & Hunkins, F. P. (2016). Eğitim programı temeller, ilkeler ve sorunlar (2nd ed.). (A. Arı, Trans. Ed.). Eğitim Yayınları. (Original work published in 1988).
Öner, D. (2010). Is the teacher’s knowledge private? A theoretical overview of the knowledge needed to teach. Boğazici University Journal of Education, 27(2), 23-32.
Özer, B. & Gelen, İ. (2008). Having general adequacy of teaching profession evaluation of the views of teacher candidates and teachers about their level. Mustafa Kemal University Journal of Social Sciences Institute, 5(9), 39-55.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
Shawer, S. (2010). The influence of student teacher self-regulation of learning on their curricular content-knowledge and course-design skills. The Curriculum Journal, 21(2), 201–232. https://doi.org/10.1080/09585176.2010.480872
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. https://doi.org/10.2307/1175860
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Stabback, P. (2016). What makes a quality curriculum? Current and critical issues in curriculum and learning. In-Progress Reflection No. 2. UNESCO.
Steiner, D. (2018). Curriculum literacy: What it is and why it matters. https://learningfirst.com/wp-content/uploads/2020/07/8.-Curriculum-literacy-in-schools-of-education.pdf
Süral, S., & Dedebali, N. C. (2018). Study of curriculum literacy and ınformation literacy levels of teacher candidates in the department of social sciences education. European Journal of Educational Research, 7(2), 303-317. https://doi.org/10.12973/eu-jer.7.2.303
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99–110. https://doi.org/10.1016/0742-051X(88)90011-X
Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
Wong, A. F., Chong, S., Choy, D., & Lim, K. M. (2012). Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching. Educational Research for Policy and Practice, 11(2), 105-117. https://doi.org/10.1007/s10671-011-9108-7
Akyıldız, S. (2020). A conceptual analysis of curriculum literacy concept: A study of scale development. Electronic Journal of Social Sciences, 19(73), 315-332. https://doi.org/10.17755/esosder.554205
Altıntaş, S., Göçen-Kabaran, G., & Kabaran, H. (2018). Determining preservice teachers’ cognitive structures on the concept of curriculums via the word-association test. Turkish Studies, 13(4), 1397-1411. http://dx.doi.org/10.7827/TurkishStudies.13034
Arslan, S., & Özpınar, İ. (2008). Teachers qualifications: Comparison between primary school curriculum expectations and teachers acquisitions in education faculties. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1), 38-63.
Aslan, S. (2018). Ortaokul öğretmenlerinin program okuryazarlık düzeyleri (The curriculum literacy level of secondary school teachers). (Thesis No: 516831) [Master’s Thesis, Hacettepe University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/434232
Aygün, H. E. (2019). The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy. International Journal of Curriculum and Instructional Studies, 9(2), 203-220. https://doi.org/10.31704/ijocis.2019.009
Bal, M. S., & Karademir, N. (2013). Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge (TPCK). Pamukkale Üniversity of Journal Education, 34, 15-32.
Baysen, F., Çakmak, N., & Baysen, E. (2017). Information literacy and teacher education. Turkish Librarianship, 31(1), 55-89. https://doi.org/10.24146/tkd.2017.5
Beck, J. (2013). Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education, 43(2), 177-193. https://doi.org/10.1080/0305764X.2013.767880
Bektaş, M., Aydın, E., & Ayvaz, A. (2015). Elementary preservice teachers’ views on their future professional competencies. Sakarya University Journal of Education, 5(2), 174-192. https://doi.org/10.19126/suje.35440
Bulut, A. (2012). Investigating perceptions of preservice mathematics on their technological pedagogical content knowledge (TPACK) regarding geometry. (Thesis No. 321082) [Master’s Thesis, Middle East Technical University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/681749
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri (22nd ed.). Pegem Akademi.
Bolat, Y. (2017). Concept of curriculum literacy and curriculum literacy scale. International Periodical for the Languages, Literature, and History of Turkish or Turkic, 12(18), 121-138. https://doi.org/10.7827/TurkishStudies.12103
Çelikten, M., Şanal, M., & Yeni, Ö. Y. (2005). Teaching professions and its characteristics. Journal of the Institute of Social Sciences, 19(2), 207-23.
Çiltaş, A., & Akıllı, M. (2011). Pedagogic qualifications of teachers. Mehmet Akif Ersoy University Journal of the Institute of Social Sciences, 3(4), 64-72.
Ekici, C. (2018). Öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) ile sınıf yönetimi becerileri arasındaki ilişki (Çanakkale ili örneği) (The relationship between teachers’ technological pedagogical content knowledge (TPAB) and classroom management skills (Çanakkale province case)) (Thesis No. 528831) [Master’s thesis, Onsekiz Mart University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/109642
Erdamar, F. S. (2020). Sınıf öğretmenlerinin program okuryazarlık algıları ve ilkokul yöneticilerinin öğretmenlerin program okuryazarlık becerisine yönelik algılarının ilerlemeci felsefe bağlamında analizi (The analysis of primary school teachers’ curriculum literacy perceptions and primary school administrators’ perceptions of teachers’ curriculum literacy skills in the context of progressive philosophy). (Thesis No. 621287) [Doctoral Dissertation, Fırat University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/353204
Erdem, A. R. (2013). Öğretmen yetiştirmenin bugünü ve geleceği: Sorunlar ve çözüm önerileri [Present and future of teacher training: Problems and solution proposal]. Anı.
Erdem, C., & Eğmir, E. (2018). Prospective teachers’ levels of curriculum literacy. Afyon Kocatepe University Journal of Social Sciences, 20(2), 123-138. https://doi.org/10.32709/akusosbil.428727
Erden, M. (1998). Öğretmenlik mesleğine giriş. Alkım.
Erdoğan, A., & Şahin, İ. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia Social and Behavioral Sciences, 2, 2707–2711. https://doi.org/10.1016/j.sbspro.2010.03.400
Eskicumalı, A. (2005). Öğretmenlik mesleğine giriş. In Y. Özden (Ed.), Eğitim, öğretim ve öğretmenlik mesleği içinde (4th ed., pp. 2-29). Pegem Akademi.
Gencel, U. (2001). Total quality management and accreditation in the Turkish higher education system. Dokuz Eylül University Journal of Social Sciences Institute, 3(3), 164-218.
General Directorate of Teacher Training and Development. (2017). General competencies of the teaching profession. MEB Publications.
Green, B. (1999). Curriculum, literacy and the state: Re ‘right’-ing English?. Curriculum Studies, 7(3), 385-407. https://doi.org/10.1080/14681369900200067
Güler, F. (2015). Investigation of pre-service science teachers’ perceptions related to pedagogical knowledge and pedagogical content knowledge. (Thesis No. 399926) [Master’s Thesis, Middle East Technical University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/680921
Gökçek, T., & Yılmaz, A. (2019). The adaptation of the pedagogical knowledge and skills survey into Turkish: Validity and reliability study. Turkish Journal of Education, 8(1), 52-70. https://doi.org/10.19128/turje.459678
Gündoğan, G. (2019). Öğretmenlerin program okuryazarlıkları hakkında nitel bir değerlendirme [A qualitative evalution on teachers’ curriculum literacy]. (Thesis No. 579025) [Master’s Thesis, Kahramanmaraş Sütçü İmam University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/204687
Gürşimşek, I. (1998). New approaches in teacher education. Hacettepe University Journal of Education, 14, 25-28.
Hacıömeroğlu, G., & Şahin-Taşkın, Ç. (2012). Turkish adaptation of pedagogical development instrument: Elementary preservice teachers’ development level regarding mathematics teaching. Dicle University Journal of Ziya Gökalp Education Faculty, 18, 48-68.
Kahramanoğlu, R. (2019). A study on teachers’ levels of currıculum literacy. The Journal of International Social Research, 12(65), 827-840. http://dx.doi.org/10.17719/jisr.2019.3495
Karagülle, S., Varki, E., & Hekimoğlu, E. (2019). An investigation of the concept of program literacy in the context of applicability and functionality of educational programs Journal of Educational Reflections, 3(2), 85-97.
Karseth, B., & Sivesind, K. (2010). Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education, 45(1), 103-120.
Keskin, A., & Korkmaz, H. (2021). Development of teachers’ curriculum literacy perception scale. The Journal of Turkish Educational Sciences, 19(2), 857-884. https://doi.org/10.37217/tebd.917130
Kızılaslan-Tunçer, B., & Şahin, Ç. (2019). Examining the knowledge level of pre-service teachers about the curriculum. Erzincan University Journal of Education Faculty, 21(2), 247-260. https://doi.org/10.17556/erziefd.511367
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDY
Kozikoğlu, İ., & Uygun, N. (2018). Investigation of the relationship between teachers’ philosophies of education beliefs and curriculum design approaches. Cukurova University Journal of Education Faculty, 47(2), 411-438. https://doi.org/10.14812/cuefd.404297
König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76-88. https://doi.org/10.1016/j.tate.2013.11.004
Mehmetlioğlu, D., & Haser, Ç. (2013). Preservice elementary mathematics teachers’ preparedness for the teaching profession. Pamukkale University Journal of Education, 34(34), 91–102. https://doi.org/10.9779/PUJE531
Meriç, G. (2014). Determining science teacher candidates’ self-reliance levels with regard to their technological pedagogical content knowledge. Journal of Theory and Practical in Education, 10(2), 352-367.
Mills, K. A., & Unsworth, L. (2015). The literacy curriculum: A critical review. In D. Wyse, L. Hayward & Z. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 621-637). SAGE Publications. https://doi.org/10.4135/9781473921405.n39
Nsibande, R. N., & Modiba, M. M. (2012). I just do as expected. Teachers’ implementation of continuous assessment and challenges to curriculum literacy. Research Papers in Education, 27(5), 629-645. https://doi.org/10.1080/02671522.2011.560961
Ornstein, A. C., & Hunkins, F. P. (2016). Eğitim programı temeller, ilkeler ve sorunlar (2nd ed.). (A. Arı, Trans. Ed.). Eğitim Yayınları. (Original work published in 1988).
Öner, D. (2010). Is the teacher’s knowledge private? A theoretical overview of the knowledge needed to teach. Boğazici University Journal of Education, 27(2), 23-32.
Özer, B. & Gelen, İ. (2008). Having general adequacy of teaching profession evaluation of the views of teacher candidates and teachers about their level. Mustafa Kemal University Journal of Social Sciences Institute, 5(9), 39-55.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
Shawer, S. (2010). The influence of student teacher self-regulation of learning on their curricular content-knowledge and course-design skills. The Curriculum Journal, 21(2), 201–232. https://doi.org/10.1080/09585176.2010.480872
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. https://doi.org/10.2307/1175860
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Stabback, P. (2016). What makes a quality curriculum? Current and critical issues in curriculum and learning. In-Progress Reflection No. 2. UNESCO.
Steiner, D. (2018). Curriculum literacy: What it is and why it matters. https://learningfirst.com/wp-content/uploads/2020/07/8.-Curriculum-literacy-in-schools-of-education.pdf
Süral, S., & Dedebali, N. C. (2018). Study of curriculum literacy and ınformation literacy levels of teacher candidates in the department of social sciences education. European Journal of Educational Research, 7(2), 303-317. https://doi.org/10.12973/eu-jer.7.2.303
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99–110. https://doi.org/10.1016/0742-051X(88)90011-X
Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
Wong, A. F., Chong, S., Choy, D., & Lim, K. M. (2012). Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching. Educational Research for Policy and Practice, 11(2), 105-117. https://doi.org/10.1007/s10671-011-9108-7
Published
2023-06-24
Section
Articles
How to Cite
Taşgın, A., & Dilek, Çiğdem. (2023). Examining The Curriculum Literacy, Pedagogical Knowledge and Skill Levels of Preservice Teachers. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(1), 47-66. https://doi.org/https://doi.org/10.31704/ijocis.2023.003
