Analysis of the Factors Predicting Curriculum Literacy of Preservice Teachers

Autor/in	Ozudogru, Fatma
Titel	Analysis of the Factors Predicting Curriculum Literacy of Preservice Teachers
Quelle	In: Research in Pedagogy, 12 (2022) 1, S.112-126 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Literacy; Curriculum Development; Preservice Teachers; Preservice Teacher Education; Predictor Variables; Critical Thinking; College Seniors; Foreign Countries; Measures (Individuals); Metacognition; 21st Century Skills; Personality Traits; Turkey; California Critical Thinking Disposition Inventory + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehramtsstudiengang; Lehrerausbildung; Prädiktor; Kritisches Denken; College; Colleges; Senior; Hochschule; Fachhochschule; Ausland; Messdaten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Türkei
Abstract	This study aimed to explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the "Curriculum Literacy Perception Scale" and the "Critical Thinking Disposition Scale". The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01