Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler / Variables that Differentiating Pre-service Teachers' Curriculum Theories Orientations

Ersin Türe

doi:10.19160/e-ijer.1365894

EN TR

Variables that Differentiating Pre-service Teachers' Orientations Towards Curriculum Theories / Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler

Abstract

Discussions regarding the theory-practice problem in the field of curriculum are reflected in the research conducted. One of the results of this reflection is measurement tools developed based on curriculum theories. Curriculum theory orientation includes educators' understanding of the concept of curriculum, implementation of the curriculum, and their positioning in educational processes based on the theories developed by curriculum experts. The "Inventory of Orientations in Curriculum Theories (IOCT)", developed on a sample of undergraduate students studying at the faculty of education, was used in the research. This research aims to determine the variables that differentiate undergraduate students' orientation toward curriculum theories. Frequency analysis was used to describe the independent variables of the study: gender, attendance at the course, status of taking the teaching practice course, and the department studied. Hierarchical cluster analysis was used to determine the categories of the academic achievement group, which are the other independent variables, and two-step cluster analysis was used to determine the categories of socio-economic level. MANOVA and Hotelling T-square analyses were used to determine variables that differentiate undergraduate students' orientation towards curriculum theories. As a result of the research, it was determined that female undergraduate students had higher descriptive curriculum orientations, students with higher socio-economic levels had higher critical-explanatory curriculum theories orientations, and students who attended classes more often had higher prescriptive and descriptive curriculum theories orientations.

Keywords

Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler / Variables that Differentiating Pre-service Teachers' Curriculum Theories Orientations

Öz

Eğitim programları alanında kuram-uygulama sorunsalına ilişkin tartışmalar yapılan araştırmalara yansımaktadır. Bu yansımanın sonuçlarından biri eğitim programı kuramlarını temel alarak geliştirilen ölçme araçlarıdır. Eğitim programı kuramı yönelimi eğitimcilerin eğitim programı uzmanları tarafından geliştirilen kuramlara dayalı olarak eğitim programı kavramını anlamlandırmayı, eğitim programını uygulamayı ve eğitim süreçlerindeki konumlamalarını içermektedir. Araştırmada eğitim fakültesinde öğrenim gören lisans öğrencileri örnekleminde geliştirilen “Eğitim Programı Kuramları Yönelim Envanteri” kullanılmıştır. Bu araştırmanın amacı lisans öğrencilerinin eğitim programı kuramları yönelimini ayrıştıran değişkenleri belirlemektir. Araştırmanın bağımsız değişkenleri olan cinsiyet, derse katılma durumu, öğretmenlik uygulaması dersini alma durumu ve öğrenim görülen bölümü betimlemek için frekans analizi kullanılmıştır. Diğer bağımsız değişkenler olan akademik başarı grubunun kategorilerini belirlemek için hiyerarşik kümeleme analizi ve sosyo-ekonomik düzeyin kategorilerini belirlemek için iki adımlı kümeleme analizi kullanılmıştır. Lisans öğrencilerinin eğitim programı kuramları yönelimini ayrıştıran değişkenleri belirlemek için MANOVA ve Hotelling T-kare analizleri kullanılmıştır. Araştırmanın sonucunda kadın lisans öğrencilerinin betimleyici eğitim programı kuramları yönelimlerinin, sosyo-ekonomik düzeyi yüksek olan öğrencilerin eleştirel-açımlayıcı eğitim programı kuramları yönelimlerinin, derslere daha fazla katılan öğrencilerin ise kuralcı ve betimleyici eğitim programı kuramları yönelimlerinin daha yüksek olduğu belirlenmiştir. Bu sonuçlar bağlamında eleştirel ve entelektüel öğretmenler yetiştirilmek isteniyorsa, eğitim fakültesi lisans öğrencilerinin sosyal, kültürel, sanatsal ve bilimsel yönlerinin güçlendirilmesi ve Eğitim Fakültesinde görev yapan öğretim elemanlarının eleştirel ve entelektüel olma bağlamında lisans öğrencilerine rol model olmaları gerekmektedir.

Anahtar Kelimeler

Kaynakça

Abakay, U., Şebin, K. ve Şahin, M.Y. (2013). Curriculum Orientation of Pre-Service Physical Education Teachers. Life Sci J, 10 (3): 2161-2166.
Alpar, R. (2011). Çok değişkenli istatistiksel yöntemler. Ankara: Detay Yayıncılık.
Althusser, L. (1971). Ideology and the ideological state apparatuses. In L. Althusser, Lenin and philosophy and other essays. New York: Monthly Review Press.
Anyon, J. (1983). Intersections of gender and class: Accommodation and resistance by working-class and affluent females to contradictory sex-role. In S. Walker & L. Barton (Eds.), Gender, class and education (pp. 19–38). Lewes: Falmer.
Apple, M. V. (1979). Ideology and curriculum. London: Routledge.
Arnot, M. (2002). Reproducing gender? Essays on educational theory and feminist politics. London, UK: Routledge.
Aslan, G. (2015). Öğretmen adaylarının toplumsal cinsiyet algılarına ilişkin metaforik bir çözümleme. Eğitim ve Bilim, 40(181), 363-384.
Ayers, W. (1992). The shifting ground of curriculum thought and everyday practice. Theory Into Practice, 31, 259-263.

Baba, H.B. (2007). Teacher candidates as the agents of change for a more gender equal society (Yayımlanmamış Yüksek Lisans Tezi). Orta Doğu Teknik Üniversitesi, Ankara.
Babin, P. 1978. A curriculum orientation profile. Education Canada, 19: 38–43.
Balcı, E. (1991). Ögretmenlerin Sosyal Statüsü ve Ödüllendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 6. 121-128.
Bay, E, Gündoğdu, K, Ozan, C, Dilekçi, D. ve Özdemir, D., (2012). İlköğretim Öğretmen Adaylarının Program Yaklaşımlarının Analizi. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi; 2(3), 15-28.
Banks, J. A. 1993. The canon debate, knowledge construction, and multicultural education. Educational Researcher 22 (5): 6-7.
Berlak, A. (1999). Teaching and testimony: Witnessing and bearing witness to racism in culturally diverse classrooms. Curriculum Inquiry 29(1) 99-128.
Bernstein, B. B. (1973). Class, codes, and control: Theoretical studies towards a sociology of language. London: Routledge &: Kegan Paul
Bobbitt, J. F. (1918). The curriculum. Boston: Houghton
Bobbitt, J. F. (1924). How to make a curriculum. Boston: Houghton
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Borg, S. (2006). Teacher cognition in language education: Research and practice. London: Continuum.
Bowles, S. and Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
Bourdieu, P. and Passeron, J. (1979). Reproduction in education, society, and culture. London: Sage.
Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara: PegemA yayıncılık.
Carr, D. (1992). Practical Enquiry, Values and the Problem of Educational Theory. Oxford Review of Education, 18, 241-251. https://doi.org/10.1080/0305498920180305.
Castenell, L. and Pinar, W., eds. (1993). Understanding curriculum as racial text: representations of identity and difference in education. Albany, NY: SUNY Press
Chant, R. H. (2002). The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers. Theory and Research in Social Education, 30 (4), 516-540.
Charters, W. W. (1923). Curriculum construction. New York: Macmillan. Clark, M. C. ve Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (255-298). New York: Macmillan
Cheung, D. (2000). Measuring teachers' meta-orientations to curriculum: Application of hierarchical confirmatory factor analysis. The Journal of Experimental Education, 68 (2), 149-165.
Cheung, D. ve Wong, H. W. (2002). Measuring teacher beliefs about alternative curriculum designs. Curriculum Journal, 13 (2), 225–248.
Cheung, D. and Ng, P. H. (2000). Science teachers’ beliefs about curriculum design. Research in Science Education (30), 357–75.
Cheung, A. C. K., Keung, C., & Tam, W. (2022). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the curriculum orientation inventory. Early Childhood Education Journal, 50(6), 959–968. https://doi.org/10.1007/s10643-021-01211-3
Cheung, C. K., Keung, P. C., Kwan, Y. K., & Cheung, Y. S. (2018). Teachers’ perceptions of the efect of selected leadership practices on pre-primary children’s learning in Hong Kong. Early Child Development and Care, 189(14), 2265–2283. https://doi.org/10. 1080/03004430.2018.1448394
Connelly, F. M. (1978). How shall we publish case studies of curriculum development? An essay re¬view of Reid and Walker’s Case studies in curricu¬lum change. Curriculum Inquiry, 8, 73-82.
Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. Modern Language Journal, 94 (3), 434-452.
Crummey, M. (2007). Curriculum orientations of alternative education teachers. University of Kansas. ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/-304860138?accountid=8403
Davies, B. (1989). Frogs and snails and feminist tales. Sydney: Allen &Unwin.
Davies, B. and Banks, C. (1992). The gender trap: A feminist post-structuralist analysis of primary school children’s talk about gender. Journal of Curriculum Studies 24(1), 1–25.
Deniz, K. Z., Türe, E., Uysal, A., & Kunduroğlu Akar, T. (2015). Sosyo-ekonomik düzey değişkenlerinin kümeleme analizi ile belirlenmesi. Elementary Education Online, 14(1), 108–117. https://doi.org/10.17051/io.2015.99837
Deng, Z. (2018). Contemporary curriculum theorizing: crisis and resolution. Journal of Curriculum Studies, 50, 691 - 710. https://doi.org/10.1080/00220272.2018.1537376.
Dewey, J. (1900). The school and society. Chicago: Uni¬versity of Chicago Press.
Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.
Doll, W.E. (1983). A postmodern perspective on curriculum. Newyork: Teacher. College Press.
Donche, V., & Petegem, P. (2011). Teacher educators' conceptions of learning to teach and related teaching strategies. Research Papers in Education, 26,207-222. https://doi.org/10.1080/02671522.2011.561979.
Eren, A. & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives. 39. 19-32. 10.1007/s41297-018-00061-1.
Francis, B. (2010). Modernist reductionism or post-structuralist relativism: Can we move on? An evaluation of the arguments in relation to feminist educational research. Gender and Education, 11(4), 381–393.
Fontana, B. (2002). Hegemony and rhetoric: Political education in Gramsci. In: Borg C, Buttigieg JA, Mayo P (eds) Gramsci and Education. Boston, MA: Rowman & Littlefield, 25–40.
García, A., & Ariza, R. (2004). The difficult relationship between theory and practice in an in‐service course for science teachers. International Journal of Science Education, 26, 1223- 1245. https://doi.org/10.1080/1468181032000158390.
Giles, H. H., McCutchen, S.P. and Zechiel, A.N. (1942). Exploring the Curriculum. New York: Harper. Giroux, H. A. (1992). Border crossings: Cultural work¬ers and the politics of education. New York: Rout¬ledge.
Golombek, P. R. and Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second language teachers’ development. Teachers and Teaching: Theory and practice, 10 (3), 307-327.
Hair, J. F., Black, B., Babin, B., ve Anderson, E. R. (2010). Multivariate data analysis. 7rd Ed. NJ: PrenticeHall.
Hasweh, M. Z. (2003). Teacher accommodative change. Teaching and Teacher Education, 19, 421-434.
Henson, K. (1995). Curriculum development for education reform. New York: Harper Collins College.
Hennebry‐Leung, M., Gayton, A., Hu, X., & Chen, X. (2019). Transitioning From Master's Studies to the Classroom: From Theory to Practice. TESOL Quarterly.
Hirst, P. H. (1965). Liberal education and the na¬ture of knowledge. In R. D. Archambault (Ed.), Philosophical analysis in education. London: Rout¬ledge & Regan Paul.
Huenecke, D. (1982). What Is Curriculum Theorizing? What Are Its Implications for Practice?. Educational Leadership, 39.
Hyman, R.T. (1973). Approaches in the curriculum. Englewood Cliffs: Prentice-Ball, Inc., 1973.
Gramsci, A. (1997). Hapishane defterleri (çev. Adnan Cemgil). İstanbul: Belge Yayınları.
Grumet, M.R. and Stone, L. (2000). Feminism and curriculum: Getting our act together. Journal of Curriculum Studies, 32(2), 183—197.
Goodson, I. (1981). Life history and the study of schooling. Interchange, 11(4), 15-29. Jax, J. A. (1986). Home economics curriculum framework. Illinois Teacher, 32(5), 105-108.
Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modifiedcurriculum orientations inventory. Curriculum Journal, 2 (20), 103-120. https://www.doi.org/ 10.1080/09585170902948798
Jenset, I., Hammerness, K., & Klette, K. (2019). Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education. Scandinavian Journal of Educational Research,63,632-650. https://doi.org/10.1080/00313831.2017.1415968.
Jones, A. (1993). Becoming a ‘girl’: Post-structuralist suggestions for educational research. Gender and Education, 5, 157–166
Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre-service English as a second language teachers. Teaching and Teacher Education,10 (4), 439- 452.
Ives, P. (2009). Global English hegemony and education: lessons from Gramsci. Educational Philosophy & Theory 41 (6). 661–83.
Kalaycı, Ş. (2005). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım.
Kendall, (2000). How Does One 'Promote' Homosexuality? A Western Australian Legal Analysis of Possible High School Education Strategies Aimed at Combating Lesbian and Gay Youth Suicide and HIV/AIDS Transmission Rates. Curriculum Perspectives, 20(1), 9-18.
Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19(4), 1-26Klein, M. F. (1992). A perspective on the gap between curriculum theory and practice. Theory into Practice, 31(3), 191-197.
Klein, F. (1992). A Perspective on the gap between curriculum theory and practice. Theory Into Practice, 31 (3), 191-197.
Kliebard, H. M. (1977). Curriculum theory: give me a “for instance”. Curriculum Inquiry, 6 (4), 257-269.
Kridel, C. (2010). Encyclopedia of curriculum studies. California: Sage.
Lather, P. (1991). Deconstructing/ Deconstructive inquiry: The politics of knowing and being known. Educational theory, 41 (2) 153-173.
Macdonald, J. B. (1971). Curriculum theory. The Journal of Educational Research, 64, 196-200.
McNeil, J. D. (1977). Curriculum: A comprehensive introduction. New York, NY: Harper-Collins.
Mak, B., Keung, C., & Cheung, A. (2018). Analyzing curriculum orientations of kindergarten education. In C. Wyatt-Smith & L. Adie (Eds.), Innovation and accountability in teacher education. Setting directions for the new cultures in teacher education (pp. 135–154). Australia: Springer.
Marsh, J. C. and Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. Prentice Hall: New Jersey.
Marshall, J., Streedain, R. C. and Zavagno, P. W. (1992). Curricular theorizing: Stories from the ground up. Educational Leadership, 3 (3), 264-269.
McCutcheon, G. (1982). What in the world is curriculum theory? Theory into Practice, 21(1), 18-22.
Miller, A. (1981). Conceptual Matching Models and Interactional Research in Education. Review of Educational Research, 51, 33- 84. https://doi.org/10.3102/00346543051001033.
Miller, J. L. (1992). Shifting the boundaries: Teachers challenge contemporary curriculum thought. Theory into Practice, 31(3), 245-251.
Miller, D. L. (2011). Curriculum theory and practice: What's your style? Phi Delta Kapan, 92, 32-39.
Moyo, N., & Modiba, M. (2014). Theory and practice in in-service teacher learning: teachers’ reconceptualization of curriculum in history lessons. Research Papers in Education, 29, 438- 456. https://doi.org/10.1080/02671522.2013.772222.
Ornstein, A. C. and Hunkins, F. P. (1998). Curriculum: Foundation, principles, and issues. Pearson Education Inc.: Boston
Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. Baskı). Nisan Kitabevi: Eskişehir.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy product. Review of Educational Research, 62(3), 307-332.
Pallant, J. (2015). SPSS survival manual. Open University Press, Berkshire
Peercy, M. M. (2012). Problematizing the theory-practice gap: How ESL teachers make sense of their preservice education. Journal of Theory and Practice in Education, 8 (1), 20-40.
Phelan, A. (2009). The ethical claim of partiality: practical reasoning, the discipline, and teacher education. Journal of Curriculum Studies, 41, 114- 93. https://doi.org/10.1080/00220270701845995.
Pinar, W. F. (1972). Working from within. Educational Leadership, 29(4), 329-331.
Pinar, W. F. (Ed.) (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.
Pinar, W.F. (1992). “Dreamt into existence by others”: Curriculum theory and school reform. Theory Into Practice, 31, 228-235.
Pinar, W. (2004). What is curriculum Theory. United State: Lawrence Erlbaum Associates Inc.
Pinar, W.F., & Grumet, M.R. (1976). Toward a poor curriculum. Dubuque, IA: Kendall/Hunt.
Prawat, R. C. (1992). Teachers’ beliefs about teaching and learning: a constructivist perspective. American Journal of Education, 100(3), 354-395.
Rugg, H. O. (Ed.). (1927). The foundations of curriculum-making. Twenty-sixth yearbook of the National Society for the Study of Education, Part II. Bloomington, IL: Public School Publishing Company.
Sahin, U. (2020). Curriculum Design Approaches of Pre-Service Teachers Receiving Pedagogical Formation Training. International Journal of Progressive Education, 16(4), 192-203. doi: 10.29329/ijpe.2020.268.12
Salleh, H., Hamdan,A., Yahya, F. and Jantan, H. (2015). Curriculum orientation of lecturers in teacher training college in Malaysia. Journal Of Education Practice, 6 (2). 70-76.
Schiro, M. (1992). Educators’ perceptions of changes in their curriculum belief systems over time. Journal of Curriculum and Supervision, 7(3), 250–286.
Schiro, M. S. (2020). Eğitim programı kuramları: Çatışmalı görüşler ve süregelen sorunlar (F. Mızıkacı, Translator). Ankara: Pegem Akademi Yayınları.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Aldershot: Arena.
Schwab, J. J. (1969). The practical: A language for curriculum. School Review,78(1),1-23.
Schwab, J. (1970). The practical: A language for curriculum. Washington DC: National Education Association.
Schwab, J. J. (1971). The practical: Arts of the eclectic. School Review, 79, 493-542.
Schwab, J.J. (1973). The practical 3: Translation into curriculum. School Review, 81, 501-522.
Schwab, J.J. (1983). The Practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13(3).
Schussler, D., Stooksberry, L., & Bercaw, L. (2010). Understanding teacher candidate dispositions: reflecting to build self-awareness. Journal of Teacher Education,61,350-363. https://doi.org/10.1177/0022487110371377.
Sears, J. (1992). The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game. Theory into Practice, 16(3), 210‐218.
Slattery, P. (1995). Curriculum development in the post¬modern era. New York: Garland.
Sharp, R. and Green, A., (1975). Education and social control: A study in progressive primary education. London. Roudledge&Kegan Paul.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace, & World.
Tabachnick, B.G. and Fidell, L.S. (2007). Using Multivariate Statistics. Boston, MA: Allyn & Bacon Publication.
Tanner, D. & Tanner, L. N. (1995). Curriculum development: Theory into practice (3rd ed.). New York: Macmillan.
Tanrıverdi, B. ve Apak, Ö. (2014). Pre-service teachers’ beliefs about curriculum orientations. Procedia- Social and Behavioral Sciences, 116, 842 – 848.
Toprakçı, E. (2003). Okul deneyimi-II dersinin teori ve pratiği, Eğitim Araştırmaları Dergisi 3(10), 146-152. Erişim: http://ejer.com.tr/en/archives/2003-winter-issue-10
Toprakçı, E. (2001). Okul Deneyimi-I Dersinin Teori ve Pratiği. X. Ulusal Eğitim Bilimleri Kongresi Bildirileri. Bolu: Abant Izzet Baysal Üniv. Eğitim Fakültesi Yayınları, 7-9 Haziran 2001.(ss.1964-1372). (Basılı)
Toprakçı, E. (1995). Eğitim Biliminde Teori ve Pratik Uyumsuzluğu Sorunsalına Farklı Bir Bakış. Ankara: H.Ü II.Eğitim Bilimleri Kongresi (6-8 Eylül 1995) Sözlü Bildiri.
Türe, E. (2017). Öğretmenlerin eğitim programı kuramlarına ilişkin yönelimleri ve öğrenme-öğretme sürecine yansımaları. (Unpublished doctorate dissertation). Ankara Üniversitesi, Ankara, Türkiye.
Türe, E. (2023). Öğretmen adaylarına yönelik eğitim programı teoriler yönelimi envanterinin geliştirilmesi. (Yayınlanma aşamasında).
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Vallance, E. (1982). The practical uses of curriculum theory. Theory Into Practice, 21, 4-10.
Van Manen, M. (2000). Moral language and peda¬gogical experience. Joumal of Curriculum Studies, 32(2), 315-327.
Vichi, M. (2005). Clustering including dimensionality reduction. In: D. Baier, R. Decker, L. Schmidt-Thieme (eds.): Data analysis and decision support. Springer, Heidelberg.
Yeşilyurt, E . (2013). Program Geliştirme Dersinin Öğretmen Adaylarının Program Geliştirmeye İlişkin Bilişsel Farkındalık Düzeyine Etkisi. Kuramsal Eğitimbilim Dergisi, 6 (3), 316-342.
Yıldırım, A. (2011). Öğretmen eğitiminde çatışma alanları ve yeniden yapılanma. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 1(1), 1-17.
Wraga, W. (1999). "Extracting Sun-Beams out of Cucumbers": The Retreat From Practice in Reconceptualized Curriculum Studies. Educational Researcher, 28, 13- 4. https://doi.org/10.3102/0013189X028001004.
Walker, D. F. (1982). Curriculum theory is many things to many people. Theory into practice, 21(1), 62-65.
Walker, D. (2003). Fundamentals of curriculum: passion and professionalism (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Walker, D. F., & Soltis, J. F. (2004). Curriculum and aims. New York: Teachers College Press
Walshaw, M. and Savell, J. (2001). Learning to teach: The construction of teacher identity in the context of schools. In J. Bobis, B. Perry, ve M. Mitchelmore
Whitty, G. (1985) Sociology and School Knowledge. London: Methuen.
Willis, G. (1979). Phenomenological methodologies in curriculum. Journal of Curriculum Theorizing, 2(1), 65-79.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Alan Eğitimleri (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Ersin Türe ^*
0000-0001-8110-575X
Türkiye

Yayımlanma Tarihi

22 Ekim 2023

Gönderilme Tarihi

25 Eylül 2023

Kabul Tarihi

17 Ekim 2023

Yayımlandığı Sayı

Yıl 1970 Cilt: 14 Sayı: 5

DOI

https://doi.org/10.19160/e-ijer.1365894

IZ

https://izlik.org/JA73SB44RR

Kaynak Göster

RIS / Bibtex

APA

Türe, E. (2023). Öğretmen Adaylarının Eğitim Programı Kuramları Yönelimlerini Ayrıştıran Değişkenler / Variables that Differentiating Pre-service Teachers’ Curriculum Theories Orientations. e-Uluslararası Eğitim Araştırmaları Dergisi, 14(5), 526-550. https://doi.org/10.19160/e-ijer.1365894