When Early Childhood Teachers Close the Door : Self-reported Fidelity to a Mandated Curriculum and Teacher Beliefs
Yazarlar (2)
Doç. Dr. Rahime ÇOBANOĞLU BEYÇAYİRİ Sinop Üniversitesi, Türkiye
Yesim Capa-Aydin
Middle East Technical University (Metu), Türkiye
Middle East Technical University (Metu), Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Early Childhood Research Quarterly (Q1) | ||
| Dergi ISSN | 0885-2006 Dergi Bilgileri (2015) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | Ingilizce | Basım Tarihi | 01-2015 |
| Cilt / Sayı / Sayfa | 33 / 1 / 77–86 | DOI | 10.1016/j.ecresq.2015.07.001 |
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| This study examined the influence of early childhood teachers’ beliefs about teaching and self-efficacy beliefs on their self-reported fidelity to a mandated constructivist curriculum. The data were collected from a sample of 308 early childhood teachers from public schools in Turkey. The results of hierarchical regression analyses revealed that early childhood teachers reported a considerably higher level of fidelity to the constructivist curriculum when their beliefs aligned more with the constructivist approach to teaching and had a higher sense of self-efficacy for student engagement and instructional strategies. This impact of teacher beliefs on self-reported fidelity to curriculum implementation was valid regardless of teachers’ years of experience, teachers’ degree of education, class size, age of the students, length and type of the program, and the existence/nonexistence of a teacher aide in the classroom. Additionally … |
| Anahtar Kelimeler |
| Constructivist beliefs | Constructivist curriculum | Curriculum implementation | Early childhood education | Self-efficacy | Teacher beliefs |
Science Direct
When Early Childhood Teachers Close the Door : Self-reported Fidelity to a Mandated Curriculum and Teacher Beliefs
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 17 |
| Scopus | 17 |
| Google Scholar | 58 |