Teaching-learning conceptions and curriculum fidelity: A relational research
AbstractThe aim of this study was to examine the relationship between teachers’ teaching-learning conceptions and their curriculum fidelity level. The study embraced “relational survey model”, which is one of the quantitative research approaches. The study group consisted of teachers (n = 215) working in public high schools in the province of Niğde, Turkey. “Teaching-learning conceptions” and “curriculum fidelity” scales were used for data collection. Pearson product-moment correlation analysis and multiple regression analysis techniques were used to analyze the data. The findings indicated that while there is a positive significant relationship between constructivist teaching-learning conceptions and curriculum fidelity level of teachers, there is no significant relationship between traditional teaching-learning conception and curriculum fidelity level. According to the results of the multiple regression analysis, it was observed that teaching-learning conceptions significantly predict curriculum fidelity. In addition, it was seen that constructivist teaching-learning conception was a significant predictor of curriculum fidelity, unlike traditional teaching-learning conception. Considering these findings, it could be stated that teachers with constructivist teaching-learning conception have a higher level of curriculum fidelity.
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