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dc.contributor.authorTan-Sisman, Gulcin
dc.contributor.authorKerkez, Bilgen
dc.date.accessioned2021-06-09T05:54:36Z
dc.date.available2021-06-09T05:54:36Z
dc.date.issued2019
dc.identifier.issn1301-0085
dc.identifier.urihttp://dx.doi.org/10.9779/pauefd.516706
dc.identifier.urihttp://hdl.handle.net/11655/24802
dc.description.abstractThe aim of the present study was to investigate the teachers' opinions about the theoretical and practical aspects of curriculum in vocational and technical education. Employing phenomenological research design, the study conducted with totally 19 teachers who took part in the Curriculum Development Commissions in the years between 2012-2016 as well as working at the public vocational-technical high schools located in Ankara. The participants were selected through criterion and maximum variation sampling strategies. The data gathered via the semi-structured interview schedule, were analyzed through content analysis. The findings revealed that the vocational and technical education teachers defined curriculum as a guideline for educational and instructional activities. Although they revealed some awareness about the theoretical and practical issues of curriculum, some of them have inadequate knowledge about the aspects of curriculum.
dc.language.isotur
dc.relation.isversionof10.9779/pauefd.516706
dc.rightsAttribution 4.0 United States
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectteachers
dc.subjectcurriculum
dc.subjectvocational and technical education
dc.titleThe Views Of The Teachers On The Concept Of Curriculum In Vocational And Technical Education
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalPamukkale Universitesi Egitim Fakultesi Dergisi-Pamukkale University Journal Of Education
dc.contributor.departmentEğitim Bilimleri
dc.identifier.issue47
dc.description.indexWoS


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Attribution 4.0 United States
Except where otherwise noted, this item's license is described as Attribution 4.0 United States