What Teachers Teach and How They Teach It: A Case Study on Fidelity of Implementation in Turkish Cypriot Schools

Autor/inn/en	Onurkan-Aliusta, Gulen; Ozder, Hasan
Titel	What Teachers Teach and How They Teach It: A Case Study on Fidelity of Implementation in Turkish Cypriot Schools
Quelle	In: Issues in Educational Research, 32 (2022) 1, S.333-351 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Onurkan-Aliusta, Gulen) ORCID (Ozder, Hasan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Curriculum Implementation; Fidelity; Turkish; Foreign Countries; Science Curriculum; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Cyprus + Suchen Sie Ihr Suchwort? Türkisch; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Zypern
Abstract	Most studies on fidelity focus on adherence (how much it is done), ignoring quality of delivery (how well it is done) as a measure of implementation, and are mainly quantitative in nature. In-depth qualitative studies assessing how much and how well curricula are implemented are scarce. Drawing on data from a qualitative study, this article addresses both the adherence and the quality of delivery dimensions of a newly developed life sciences curriculum. The study also seeks to identify the factors affecting fidelity of implementation. Evaluative case study design, in which the required data were gathered through semi-structured interviews and classroom observations, was used. Sixteen primary school teachers participated in the study, and the data were analysed through thematic analysis. Findings reveal that the participating teachers focus solely on knowledge transmission while also making adaptations to the curriculum. The study highlights the striking role textbooks play in the implementation process. The findings provide strong evidence for urgent needs in organising professional development for teachers to equip them with competencies to implement the curriculum with fidelity. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01