Teachers’ Opinions on the Philosophical Foundations of the Elementary Teaching Curriculums
Education is a system that hands down cultural values and accumulated knowledge of societies to the next generations and that grows citizens in line with the structure of the society. In this system, such issues as purpose of education, how to educate individuals, what to teach and why, and upon whi...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sakarya University
2021-04-01
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| Series: | Sakarya University Journal of Education |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/download/article-file/1149203 |
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| Summary: | Education is a system that hands down cultural values and accumulated knowledge of societies to the next generations and that grows citizens in line with the structure of the society. In this system, such issues as purpose of education, how to educate individuals, what to teach and why, and upon which values the education system should be built are associated with the philosophy which form the basis of the education. Each society, therefore, designs their teaching curriculums according to their wishes as to “what kind of individuals societies grow”, and these programmes are updated in line with the information and technological developments as well as societal regulations. Further, there have also been several educational reforms in Turkey, and the philosophy of education has been clearly defined. However, the most important role in transmitting the educational philosophy of teaching curriculums to the next generations belongs to teachers who conduct activities through the curriculum with students. In this sense, the core purpose of this paper was to determine elementary school teachers’ opinions on the philosophical foundations of the teaching curriculums. Further, this study was to examine if there were statistically differences inb terms of the teachers’ socio-demographic characteristics such as gender, age, work experience, workplace, and educational background. A descriptive survey model was used in this study. The data were collected through “the Educational Philosophy Scale”, which includes such educational philosophies as perennialism, essentialism, progressivism, and reconstructionism. A total of 239 teachers from different branches teach in primary and elementary schools affiliated to Ministry of Education in Bayburt Province of Turkey were recruited in this study. The data were analyzed via descriptive statistics, including frequency, percentage mean, t-test and ANOVA. The results show that teachers have positive opinions on such educational philosophies as progressivism and reconsructionism. There were also statistically meaningful differences in terms of gender and age variables. |
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| ISSN: | 2146-7455 |