Literaturnachweis - Detailanzeige
| Autor/inn/en | Soysal, Y.; Radmard, S. |
|---|---|
| Titel | Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives |
| Quelle | In: Journal of Education, 202 (2022) 1, S.43-57 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Soysal, Y.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/0022057420943189 |
| Schlagwörter | Foreign Countries; Barriers; Educational Change; Student Centered Learning; Elementary School Teachers; Teacher Attitudes; Turkey Ausland; Bildungsreform; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Türkei |
| Abstract | The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers' barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientation by which they were not able to conceptualize the true barriers that might be faced during authentic learner-centered teaching. Recommendations for professional development and further research are offered. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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