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Curriculum Ideologies: Re-exploring the Prospective Teachers’ Perspectives

机译:课程思想:重新探究准教师的观点

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This study aims to investigate elementary pre-service teachers’ curriculum ideologies in relation to their majors, ideologies of the faculty members in the department, and the socioeconomic status in their society. On the whole, it is designed to explore three research questions: “How do different majors at the school of education shape students’ curriculum ideologies?”, “What is faculty members’ ideologies related to students?”, and “How are socioeconomic statuses of the society related to development of students’ curriculum ideologies?” The participants consist of 15 faculty members and their senior pre-service teachers (N = 300) enrolled in elementary teacher preparation programs including science, mathematics, social science, elementary, and Turkish teacher education departments at the school of education in a mid-size university. Obtained data were analyzed and discussed for each research inquiry. In conclusion, data analysis revealed that exist a strong correlation between faculty members and students curriculum ideologies. In addition, these ideologies changes according to the students’ enrolled departments.
机译:这项研究旨在调查与他们的专业,系内教师的思想观念以及他们所在社会的社会经济地位相关的基础职前教师的课程思想。总体而言,它旨在探索三个研究问题:“教育学院的不同专业如何塑造学生的课程思想?”,“教职工的思想与学生有什么关系?”和“社会经济地位如何?”社会与学生的课程思想发展有关?”参与者包括15名教职员工及其高级职前教师(N = 300),他们参加了中等规模教育学校的基础教师预备课程,包括科学,数学,社会科学,基础和土耳其教师教育部门大学。针对每个研究查询对获得的数据进行分析和讨论。总之,数据分析表明,教师与学生课程思想之间存在着很强的相关性。此外,这些意识形态会根据学生的入学部门而变化。

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