A Case Study of Teachers' Implementation of Curriculum Innovation in English Language Teaching in Turkish Primary Education

Autor/in	Kirkgoz, Yasemin
Titel	A Case Study of Teachers' Implementation of Curriculum Innovation in English Language Teaching in Turkish Primary Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 7, S.1859-1875 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.02.007
Schlagwörter	Qualitative Research; Elementary School Teachers; Innovation; Program Effectiveness; English (Second Language); Second Language Instruction; Teaching Methods; Case Studies; Curriculum Development; Interviews; Observation; Program Implementation; Second Language Programs; Professional Development; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Beobachtung; Ausland; Türkei
Abstract	This article reports a 2-year case study (2003-2005) on teachers' instructional practices, and the impact of teacher understandings and training upon the teachers' implementation of the Communicative Oriented Curriculum (COC) initiative in the context of a major curriculum innovation in teaching English to young learners in Turkish state schools. Using multidimensional qualitative research procedures, comprising classroom observations, teacher interviews and lesson transcripts, a picture is developed of how 32 teachers implemented COC. Results showed that teachers' instructional practices ranged along the transmission and interpretation teaching continuum, and teachers' understandings and their prior training had an impact on the extent of their implementation of the curriculum initiative. The study highlights the need to provide "continuous" teacher training and teacher development opportunities, "particularly during the critical first few years of the innovation process" to promote the implementation of curriculum innovation in Turkish primary education. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10