Examination of the Prediction Level of Classroom Teachers' Professional Identity Typologies on Their Curriculum Fidelity
Keywords:
Professional identity, Professional identity typology, Curriculum fidelity
Abstract
The current study aimed to determine the extent to which classroom teachers’ professional identity typologies predict their curriculum fidelity. A total of 332 classroom teachers participated in the current study, employing the correlational survey model. The data for the study were collected using the "Curriculum Fidelity Scale" developed by Burul (2018) and the "Teachers’ Professional Identity Typologies Scale" developed by Atik (2022). The collected data were analyzed using cluster analysis and multiple regression analysis. The study revealed that the teachers had the critical identity the most and the technician identity the least. It was also found that the professional identity typologies of the teachers significantly predicted their curriculum fidelity, explaining 22.6% of the total variance. Accordingly, it was concluded that the intellectual and technician teacher identities positively and significantly predicted curriculum fidelity, while the social and critical teacher identities did not significantly predict curriculum fidelity. The findings obtained in the study show that professional identity typologies significantly affect teachers’ curriculum fidelity.
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References
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013.
Allo, M. D. G. (2020). Curriculum fidelity in the secondary education in Indonesia. International Journal of Psychosocial Rehabilitation, 24(06), 14088- 14094.
Arslan Çelik, F. M. (2020). An investigation of secondary school English teachers' curriculum fidelity. (Thesis No: 646523) [Master’s Thesis, Hacettepe University]. Turkish Council of Higher Education Theses Center.
Atik, S. (2022). Investigation of the teachers' perceptions of professional identity and typologies of professional identity (Thesis No: 715216) [Master’s Thesis, Muğla Sıtkı Koçman University]. Turkish Council of Higher Education Theses Center.
Aybek, B. (2007). The effect of subject and skill-based critical thinking instruction on pre-service teachers' critical thinking disposition and level. Çukurova University Journal of Social Sciences Institute,16(2), 43-60.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39 (2), 175-189. https://doi.org/10.1080/03057640902902252.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16 (7), 749-764. https://doi.org/10.1016/S0742-051X(00)00023-8.
Beijaard, D., Meijer. P. C., & Verloop. N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001.
Burul, C. (2018). Investigation of the relationships between curriculum design approach preferences of teachers and their curriculum fidelity. (Thesis No: 715216) [Master’s Thesis, Balıkesir University]. Turkish Council of Higher Education Theses Center.
Bümen, N. T., Çakar, E., & Yıldız, D. G. (2014). Curriculum fidelity and factors affecting fidelity in the Turkish context. Educational Sciences: Theory & Practice, 14(1), 203-228. https://doi.org/10.12738/estp.2014.1.2020.
Can, A. (2020). Quantitative data analysis in scientific research process with SPSS. Pegem Academy.
Canrinus, E.T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37(5), 593-608. https://doi.org/10.1080/03055698.2010.539857.
Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3-17. https://doi.org/10.3102/0013189X034007003.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. (5th ed.). Routledge.
Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies Education, 50(3), 213-229. https://doi.org/10.1080/17508480902998421.
Çavuşoğlu, G. (2022). Investigation of the relationship between primary and secondary school teachers'educational philosophies and their curriculum fidelity level (Thesis No: 707489) [Master’s Thesis, Trabzon University]. Turkish Council of Higher Education Theses Center.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Multivariate statistics SPSS and LISREL applications for social sciences (4th ed.). Pegem Academy.
Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the work and lives of teachers: relative and relational effectiveness. Teachers and Teaching, 12(2), 169-192. https://doi.org/10.1080/13450600500467381.
Day, C. Kington, A. Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. https://doi.org/10.1080/01411920600775316.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking in the educative process. Henry Regnery.
Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256. https://doi.org/10.1093/her/18.2.237.
Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2014). How to design and evaluate research in education (9th ed.). Mc Graw Hill.
Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47(2), 335-397. https://doi.org/10.3102/00346543047002.
Girgin, A. (2012). The revolutionary teacher specter and the truths. Journal of Critical Pedagogy, 4(22), 28- 33.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin & Garvey Publishers.
Giroux, H. A. (2012). Education and the crisis of public values. Peter Lang Publishing.
Gömleksiz, M. N. (2007). An Evaluation of teachers’ perceptions of the new primary school curriculum in terms of some variables. Eurasian Journal of Educational Research, 27, 69-82.
Güleş, E. (2022). Examination of primary and secondary teachers' program literacy and commitment to the curriculum (Thesis No: 715738) [Master’s Thesis, Nevşehir Hacı Bektaş Veli University]. Turkish Council of Higher Education Theses Center.
Han, Ç. (2013). Teachers’ functional paradigms and educational reform. Trakya University Journal of Education, 3(1), 59-79.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the teacher identity measurement scale. Studies in Educational Evaluation, 64, 100822. https://doi.org/10.1016/j.stueduc.2019.100822.
Hill, J. N., Snelgrove-Clarke, E., & Slaughter, S. E. (2015, December, 8-9). Assessing the extent and quality of documentation of fidelity to the implementation strategy: A proposed scoring mechanism. [Paper presentation]. 7th Annual Conference on the Science of Dissemination and Implementation in Health, North Bethesda, USA.
Hodkinson, P. (2011). Technicism, teachers and teaching quality in vocational education and training. Journal of Vocational Education & Training, 50(2), 193-208. https://doi.org/10.1080/13636829800200045.
Kabaoğlu, K. (2015). Predictors of curriculum implementation level in elementary mathematics education: Mathematics-related beliefs and teacher self-efficacy beliefs. (Thesis No: 399920). [Master’s Thesis, Middle East Technical University]. Turkish Council of Higher Education Theses Center.
Karadağ, E., & Dulay, S. (2017). Teacher typologies. Pegem Academy.
Karasar, N. (1988). Scientific research method: Concepts, principles, techniques. Nobel Publication.
Kavrayıcı, C. (2019). The relationship between teachers' perception of professional identity and their organizational commitment (Thesis No: 544087) [Doctoral Dissertation, Anadolu University]. Turkish Council of Higher Education Theses Center.
Kumaravadivelu, B. (2003). Beyond methods macrostrategies for language teaching. Yale University Press.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. https://doi.org/10.1016/j.tate.2005.06.003.
Mutluer, C. (2013). Turkish studies-international pericdical fort he languages. Literature and History of Turkish or Turkic, 8(7), 355-362.
Nevenglosky, E. (2018). Barriers to effective curriculum implementation. (Publication No: 10823221) [Doctoral Dissertation, Walden University]. ProQuest Dissertation and Theses Center.
Ó’Gallchóir, C., O’Flaherty, J., & Hinchion, C. (2018). Identity development: what I notice about myself as a teacher. European Journal of Teacher Education, 41(2), 138-156. https://doi.org/10.1080/02619768.2017.1416087.
Ömür, Y. E. & Bavlı, B. (2020). High stakes testing and transformation in the occupational identity of teachers. Journal of Economy Culture and Society, Supp(1), 117-137. https://doi.org/10.26650/JECS2019-0101.
Özdemir, Y. B. (2010). Teacher’s identity: a sociological study on classroom teachers (Malatya case) (Thesis No: 253964) [Master’s Thesis, Fırat University]. Turkish Council of Higher Education Theses Center.
Öztürk, E. (2003). An assessment of high school biology curriculum implementation (Thesis No: 140136 [Doctoral dissertation, Middle East Technical University]. Turkish Council of Higher Education Theses Center.
Palestina, R. L., Pangan, A. D. & Ancho, I. V. (2020). Curriculum implementation facilitating and hindering factors: The Philippines context. International Journal of Education, 13(2), 91-104. https://doi.org/10.17509/ije.v13i2.25340.
Pence, K. L., Justice, L. M., & Wiggins, A. K. (2008). Preschool teachers’ fidelity in implementing a comprehensive language rich curriculum. Language, Speech And Hearing Services In Schools 39, 329-341. https://doi.org/10.1044/0161-1461(2008/031.
Polat, Ç. M. (2021). The relationship between classroom teachers' perceptions of commitment to teaching profession and their fidelity to teaching program. (Thesis No: 678454) [Master’s Thesis, Bolu Abant İzzet Baysal University]. Turkish Council of Higher Education Theses Center.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo & M. Kompf (Eds.), Connecting policy and practices: Challenges for teaching and learning in schools and universities (pp. 5-21). https://doi.org/10.4324/9780203012529.
Serin, G. (2014). The coherence between classroom teachers’ implementation of science and technology curriculum and their beliefs about science education. Adıyaman University Journal of Social Sciences, 7(18), 741-774. https://doi.org/10.14520/adyusbd.859.
Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64(1), 85-107. https://doi.org/10.1177/0018726710384290.
Sobol, D. F., Rohrbach, L. A., Dent, C. W., Gleason, L., Brannon, B. R., Johnson, C. A., & Flay, B. R. (1989). He integrity of smoking prevention curriculum delivery. Health Education Research, 4, 59-67. https://doi.org/10.1093/her/4.1.59.
Songer, N., B., & Gotwals, A. W. (2005, April, 11-15). Fidelity of implementation in three sequential curricular units. [Paper presentation]. Annual Meeting of the American Educational Research Association, Montreal, Canada.
Soydaş, M. (2020). The opinions of teachers about professional identity and professional development. (Thesis No: 618614) [Master’s Thesis, Bahçeşehir University. Turkish Council of Higher Education Theses Center.
Sönmez Çakır, F. (2019). Sosyal bilimler parametrik veri analizi. Gazi Kitabevi.
Şimşek, H. (2018). Why is the public school targeted in Turkey: new liberal and new conservative tactics. Gamze Publishing.
Tezgiden Cakcak, Y. (2016). The main problem of teacher education is what kind of teacher do we aim to train? Journal of Critical Pedagogy, 43, 60–68.
Ünal, L. I. (2005). Neoliberal transformation in the teacher image. Journal of Education, Science, Society, 3(11), 4-15.
Varış, F. (1988). Curriculum development in education: theory and techniques. Ankara University Faculty of Educational Sciences Publications.
Yıldız, A. (2017). Some determinations on today's teacher typology. Journal of Critical Pedagogy, 50, 62-65.
Yıldız, A., Ünlü, D., Alica, Z., & Sarpkaya, D. (2013). Remembering Mahmut Hoca in a neoliberal age: I'm not a tradesman but a teacher. Journal of Critical Education Policy Studies, 11(3), 146-163.
Yılmaz, Y. (2011). Siyasal sistem ve medya kuramları bağlamında Türkiye’de gazeteciliğin mesleki kimlik sorunu ve bir alan araştırması (Thesis No: 315768). [Doctoral dissertation, Marmara University]. Turkish Council of Higher Education Theses Center.
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238. https://doi.org/10.1080/13540600309378.
Zöğ, H. (2022). The relationship between teachers' commitment to the curriculum, their tendency towards educational philosophy and their perceptions of efficiency in the teaching-learning process. (Thesis No: 755524) [Master’s Thesis, Balıkesir University]. Turkish Council of Higher Education Theses Center.
Allo, M. D. G. (2020). Curriculum fidelity in the secondary education in Indonesia. International Journal of Psychosocial Rehabilitation, 24(06), 14088- 14094.
Arslan Çelik, F. M. (2020). An investigation of secondary school English teachers' curriculum fidelity. (Thesis No: 646523) [Master’s Thesis, Hacettepe University]. Turkish Council of Higher Education Theses Center.
Atik, S. (2022). Investigation of the teachers' perceptions of professional identity and typologies of professional identity (Thesis No: 715216) [Master’s Thesis, Muğla Sıtkı Koçman University]. Turkish Council of Higher Education Theses Center.
Aybek, B. (2007). The effect of subject and skill-based critical thinking instruction on pre-service teachers' critical thinking disposition and level. Çukurova University Journal of Social Sciences Institute,16(2), 43-60.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39 (2), 175-189. https://doi.org/10.1080/03057640902902252.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16 (7), 749-764. https://doi.org/10.1016/S0742-051X(00)00023-8.
Beijaard, D., Meijer. P. C., & Verloop. N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001.
Burul, C. (2018). Investigation of the relationships between curriculum design approach preferences of teachers and their curriculum fidelity. (Thesis No: 715216) [Master’s Thesis, Balıkesir University]. Turkish Council of Higher Education Theses Center.
Bümen, N. T., Çakar, E., & Yıldız, D. G. (2014). Curriculum fidelity and factors affecting fidelity in the Turkish context. Educational Sciences: Theory & Practice, 14(1), 203-228. https://doi.org/10.12738/estp.2014.1.2020.
Can, A. (2020). Quantitative data analysis in scientific research process with SPSS. Pegem Academy.
Canrinus, E.T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37(5), 593-608. https://doi.org/10.1080/03055698.2010.539857.
Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3-17. https://doi.org/10.3102/0013189X034007003.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. (5th ed.). Routledge.
Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies Education, 50(3), 213-229. https://doi.org/10.1080/17508480902998421.
Çavuşoğlu, G. (2022). Investigation of the relationship between primary and secondary school teachers'educational philosophies and their curriculum fidelity level (Thesis No: 707489) [Master’s Thesis, Trabzon University]. Turkish Council of Higher Education Theses Center.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Multivariate statistics SPSS and LISREL applications for social sciences (4th ed.). Pegem Academy.
Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the work and lives of teachers: relative and relational effectiveness. Teachers and Teaching, 12(2), 169-192. https://doi.org/10.1080/13450600500467381.
Day, C. Kington, A. Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. https://doi.org/10.1080/01411920600775316.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking in the educative process. Henry Regnery.
Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256. https://doi.org/10.1093/her/18.2.237.
Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2014). How to design and evaluate research in education (9th ed.). Mc Graw Hill.
Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47(2), 335-397. https://doi.org/10.3102/00346543047002.
Girgin, A. (2012). The revolutionary teacher specter and the truths. Journal of Critical Pedagogy, 4(22), 28- 33.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin & Garvey Publishers.
Giroux, H. A. (2012). Education and the crisis of public values. Peter Lang Publishing.
Gömleksiz, M. N. (2007). An Evaluation of teachers’ perceptions of the new primary school curriculum in terms of some variables. Eurasian Journal of Educational Research, 27, 69-82.
Güleş, E. (2022). Examination of primary and secondary teachers' program literacy and commitment to the curriculum (Thesis No: 715738) [Master’s Thesis, Nevşehir Hacı Bektaş Veli University]. Turkish Council of Higher Education Theses Center.
Han, Ç. (2013). Teachers’ functional paradigms and educational reform. Trakya University Journal of Education, 3(1), 59-79.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the teacher identity measurement scale. Studies in Educational Evaluation, 64, 100822. https://doi.org/10.1016/j.stueduc.2019.100822.
Hill, J. N., Snelgrove-Clarke, E., & Slaughter, S. E. (2015, December, 8-9). Assessing the extent and quality of documentation of fidelity to the implementation strategy: A proposed scoring mechanism. [Paper presentation]. 7th Annual Conference on the Science of Dissemination and Implementation in Health, North Bethesda, USA.
Hodkinson, P. (2011). Technicism, teachers and teaching quality in vocational education and training. Journal of Vocational Education & Training, 50(2), 193-208. https://doi.org/10.1080/13636829800200045.
Kabaoğlu, K. (2015). Predictors of curriculum implementation level in elementary mathematics education: Mathematics-related beliefs and teacher self-efficacy beliefs. (Thesis No: 399920). [Master’s Thesis, Middle East Technical University]. Turkish Council of Higher Education Theses Center.
Karadağ, E., & Dulay, S. (2017). Teacher typologies. Pegem Academy.
Karasar, N. (1988). Scientific research method: Concepts, principles, techniques. Nobel Publication.
Kavrayıcı, C. (2019). The relationship between teachers' perception of professional identity and their organizational commitment (Thesis No: 544087) [Doctoral Dissertation, Anadolu University]. Turkish Council of Higher Education Theses Center.
Kumaravadivelu, B. (2003). Beyond methods macrostrategies for language teaching. Yale University Press.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. https://doi.org/10.1016/j.tate.2005.06.003.
Mutluer, C. (2013). Turkish studies-international pericdical fort he languages. Literature and History of Turkish or Turkic, 8(7), 355-362.
Nevenglosky, E. (2018). Barriers to effective curriculum implementation. (Publication No: 10823221) [Doctoral Dissertation, Walden University]. ProQuest Dissertation and Theses Center.
Ó’Gallchóir, C., O’Flaherty, J., & Hinchion, C. (2018). Identity development: what I notice about myself as a teacher. European Journal of Teacher Education, 41(2), 138-156. https://doi.org/10.1080/02619768.2017.1416087.
Ömür, Y. E. & Bavlı, B. (2020). High stakes testing and transformation in the occupational identity of teachers. Journal of Economy Culture and Society, Supp(1), 117-137. https://doi.org/10.26650/JECS2019-0101.
Özdemir, Y. B. (2010). Teacher’s identity: a sociological study on classroom teachers (Malatya case) (Thesis No: 253964) [Master’s Thesis, Fırat University]. Turkish Council of Higher Education Theses Center.
Öztürk, E. (2003). An assessment of high school biology curriculum implementation (Thesis No: 140136 [Doctoral dissertation, Middle East Technical University]. Turkish Council of Higher Education Theses Center.
Palestina, R. L., Pangan, A. D. & Ancho, I. V. (2020). Curriculum implementation facilitating and hindering factors: The Philippines context. International Journal of Education, 13(2), 91-104. https://doi.org/10.17509/ije.v13i2.25340.
Pence, K. L., Justice, L. M., & Wiggins, A. K. (2008). Preschool teachers’ fidelity in implementing a comprehensive language rich curriculum. Language, Speech And Hearing Services In Schools 39, 329-341. https://doi.org/10.1044/0161-1461(2008/031.
Polat, Ç. M. (2021). The relationship between classroom teachers' perceptions of commitment to teaching profession and their fidelity to teaching program. (Thesis No: 678454) [Master’s Thesis, Bolu Abant İzzet Baysal University]. Turkish Council of Higher Education Theses Center.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo & M. Kompf (Eds.), Connecting policy and practices: Challenges for teaching and learning in schools and universities (pp. 5-21). https://doi.org/10.4324/9780203012529.
Serin, G. (2014). The coherence between classroom teachers’ implementation of science and technology curriculum and their beliefs about science education. Adıyaman University Journal of Social Sciences, 7(18), 741-774. https://doi.org/10.14520/adyusbd.859.
Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64(1), 85-107. https://doi.org/10.1177/0018726710384290.
Sobol, D. F., Rohrbach, L. A., Dent, C. W., Gleason, L., Brannon, B. R., Johnson, C. A., & Flay, B. R. (1989). He integrity of smoking prevention curriculum delivery. Health Education Research, 4, 59-67. https://doi.org/10.1093/her/4.1.59.
Songer, N., B., & Gotwals, A. W. (2005, April, 11-15). Fidelity of implementation in three sequential curricular units. [Paper presentation]. Annual Meeting of the American Educational Research Association, Montreal, Canada.
Soydaş, M. (2020). The opinions of teachers about professional identity and professional development. (Thesis No: 618614) [Master’s Thesis, Bahçeşehir University. Turkish Council of Higher Education Theses Center.
Sönmez Çakır, F. (2019). Sosyal bilimler parametrik veri analizi. Gazi Kitabevi.
Şimşek, H. (2018). Why is the public school targeted in Turkey: new liberal and new conservative tactics. Gamze Publishing.
Tezgiden Cakcak, Y. (2016). The main problem of teacher education is what kind of teacher do we aim to train? Journal of Critical Pedagogy, 43, 60–68.
Ünal, L. I. (2005). Neoliberal transformation in the teacher image. Journal of Education, Science, Society, 3(11), 4-15.
Varış, F. (1988). Curriculum development in education: theory and techniques. Ankara University Faculty of Educational Sciences Publications.
Yıldız, A. (2017). Some determinations on today's teacher typology. Journal of Critical Pedagogy, 50, 62-65.
Yıldız, A., Ünlü, D., Alica, Z., & Sarpkaya, D. (2013). Remembering Mahmut Hoca in a neoliberal age: I'm not a tradesman but a teacher. Journal of Critical Education Policy Studies, 11(3), 146-163.
Yılmaz, Y. (2011). Siyasal sistem ve medya kuramları bağlamında Türkiye’de gazeteciliğin mesleki kimlik sorunu ve bir alan araştırması (Thesis No: 315768). [Doctoral dissertation, Marmara University]. Turkish Council of Higher Education Theses Center.
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238. https://doi.org/10.1080/13540600309378.
Zöğ, H. (2022). The relationship between teachers' commitment to the curriculum, their tendency towards educational philosophy and their perceptions of efficiency in the teaching-learning process. (Thesis No: 755524) [Master’s Thesis, Balıkesir University]. Turkish Council of Higher Education Theses Center.
Published
2023-12-27
Section
Articles
How to Cite
OKAY, Çağla, & Ulubey, Özgür. (2023). Examination of the Prediction Level of Classroom Teachers’ Professional Identity Typologies on Their Curriculum Fidelity. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(2), 278-296. https://doi.org/https://doi.org/10.31704/ijocis.2023.012
