Understanding Teachers in the Midst of
Reform: Teachers’ Concerns about
Reformed Sixth Grade Mathematics
Curriculum in Turkey

Bülent Çetinkaya

doi:10.12973/eurasia.2012.831a

Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey

Full Text (PDF)

Bülent Çetinkaya ¹ ^*

More Detail

¹ Middle East Technical University, TURKEY^* Corresponding Author

Abstract

The purpose of this study was to investigate mathematics teachers’ concerns about the reformed 6th grade mathematics curriculum in Turkey and to identify the possible relations between teachers’ personal characteristics and their concerns about the curriculum. 306 in-service mathematics teachers teaching in Ankara participated in the study. Teachers’ concerns about reformed curriculum were identified by administration of Concerns-Based Adoption Model (CBAM). Results showed that teachers’ concerns focused mainly on the personal and collaboration stages of the CBAM model. This indicates that the teachers were not resistant to the change, though they had some confusion about the curriculum; they wanted to learn from what others knew and were doing to increase their knowledge and skills about implementation of the reformed curriculum.

Keywords

CBAM
mathematics curriculum reform
teachers’ concerns

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2012, Volume 8, Issue 3, 155-166

https://doi.org/10.12973/eurasia.2012.831a

Publication date: 12 Jan 2012

Article Views: 1911

Article Downloads: 847

Open Access References How to cite this article

References

Anderson, S. E. (1997). Understanding teacher change: Revisiting the concerns based adoption model. Curriculum Inquiry, 27(3), 331-367.
Bailey, D. B., & Palsha, S. A. (1992). Qualities of the stages of concern questionnaire and implications for educational innovations. The Journal of Educational Research, 85(4), 226–232.
Baki, A. & Gokcek, T. (2007). Elementary teachers' concerns about the new mathematics curriculum in Turkey. Paper presented at the International Symposium Elementary Mathematics Teaching, Prague, Czech Republic.
Beijaard D., & de Vries, Y. (1997). Building expertise: A process perspective on the development or change of teachers' beliefs. European Journal of Teacher Education, 20(3), 243-255.
Bulut, S., & Koc, Y. (2006). Yeni ilköğretim matematik dersi öğretim programı. Coluk Cocuk Dergisi, 61, 26-37.
Chapman, O. (1999). Inservice teachers’ development in mathematical problem solving. Journal of Mathematics Teacher Education, 2, 121-142.
Cheung, D., Hattie, J., & Ng, D. (2001). Reexamining the stages of concern questionnaire: A test of alternative models. The Journal of Educational Research, 94(4), 226– 236.
Cheung, D., Yip, D-Y. (2004). How science teachers’ concerns about school-based assessment of practical work vary with time: the Hong Kong experience. Research in Science & Technological Education, 22(2), 153- 169.
Christou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers’ concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics, 57, 157-176.
Crawford, A. R., Chamblee, G. E., & Rowlett, R. J. (1998). Assessing concerns of algebra teachers during a curriculum reform: A constructivist approach. Journal of In-service Education, 24, 317–327.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill-Pearson Education.
DFE (1997). Mathematics in the national curriculum. London: DFE Welch Office.
Erbas, A. K., & Ulubay, M. (2008). Implementation of the new Turkish primary education mathematics curriculum in the sixth grade: A survey of teachers’ views. The New Educational Review, 16(3-4), 51–75.
Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education. (3rd ed.). New York: McGraw-Hill.
Fullan, M. (1999). Change forces: The sequel. London: Falmer.
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.
George, A. A., Hall, G. E., & Stiegelbauer, S. M. (2006). Measuring implementation in schools: The stages of concern questionnaire. Austin, TX: Southwest Educational Development Laboratory.
Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15, 487-496.
Guillaume, A. M., & Rudney, G. L. (1993). Student teachers' growth toward independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391.
Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes (2nd ed.). Boston: Allyn and Bacon.
Hall, G. E., George, A. A., & Rutherford, W. L. (1977). Measuring stages of concern about the innovation: A manual for use of the SoC questionnaire. Austin: Research and Development Center for Teacher Education, University of Texas.
Hall, G. E., Wallace, R. C., & Dossett, W. A. (1973). A developmental conceptualization of the adoption process within educational institutions, Austin, TX: Research and Development Center for Teacher Education, The University of Texas.
Hord, S. M., Rutherford, W. L., Huling-Austin, L., & Hall, G. E. (1987). Taking charge of change. Southwest Educational Development Library, Austin: TX.
Huang, F. (2004). Curriculum reform in contemporary China: Seven goals and six strategies. Journal of Curriculum Studies, 36(1), 101-115.
Isiksal, M., Koc, Y., Bulut, S., & Atay–Turhan, T. (2007). An analysis of the new elementary mathematics teacher education curriculum in Turkey. The Mathematics Educator, 17(2), 41–51.
Koc, Y., Isiksal, M., & Bulut, S. (2007). The new elementary school curriculum in Turkey. International Education Journal, 8(1), 30-39.
Lloyd, G. M., & Wilson, M. (1998). Supporting innovation: The impact of a teacher’s conceptions of functions on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29(3), 248-274.
Manouchehri, A. (2000). Implementing mathematics reform: The challenge within. Educational Studies in Mathematics, 42(1), 1-34.
McKinney, M., Sexton, T., & Meyerson, M. J. (1999). Validating the Efficacy-Based Change Model. Teaching and Teacher Education, 15(5), 471-485.
Ministere de l’Education Nationale (1997). Progammes de mathematiques, Paris: MENRT.
Ministry of National Education [MNE]. (2005). İlköğretim matematik dersi (1-5. sınıflar) öğretim programı. (Elementary school mathematics curriculum guidebook (grades 1-5)). Ankara, Turkey: MNE.
National Council of Teachers of Mathematics. (2000). Professional standards for teaching mathematics. Reston, VA: Author.
Pigge, F. L., & Marso, R. N. (1987). Relationships between student characteristics and changes in attitudes, concerns, anxieties, and confidence about teaching during teacher preparation. Journal of Educational Research, 81(2), 109-115.
Reeves, C. K., & Kazelskis, R. (1985). Concerns of preservice and inservice teachers. Journal of Educational Research, 78(5), 267-271.
Roach, A. T., Kratochwill, T. R., & Frank, J. L. (2009). School-based consultants as change facilitators: Adaptation of the concerns-based adoption model (CBAM) to support the implementation of researchbased practices. Journal of Educational and Psychological Consultation, 19(4), 300-320.
Romberg, T. A. (1997). Mathematics in context: Impact on teachers. In E. Fennema & B.S. Nelson (Eds.), Mathematics teachers in transition (pp. 357-380). Mahwah, NJ: Lawrence Erlbaum.
Senger, E. S. (1999). Reflective reform in mathematics: The recursive nature of teacher change. Educational Studies in Mathematics, 37, 199-221.
Tunks, J., & Weller, K. (2009). Changing practice, changing minds, from arithmetical to algebraic thinking: An application of the concerns-based adoption model (CBAM). Educational Studies in Mathematics, 72, 161-183.
Ubuz, B., Erbas, A. K., Cetinkaya, B., & Ozgeldi, M. (2010). Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: The case of algebra. ZDM - The International Journal on Mathematics Education, 42, 483-491.
Van den Berg, R., & Ros, A. (1999). The permanent importance of the subjective reality of teachers during educational innovation: A concerns-based approach. American Educational Research Journal, 36(4), 879-906.
Van den Berg, R., Sleegers, P., Geijsel, F., & Vandenberghe, R. (2000). Implementation of an innovation: Meeting the concerns of teachers. Studies in Educational Evaluation, 26, 331-350.

How to cite this article

APA

Çetinkaya, B. (2012). Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 8(3), 155-166. https://doi.org/10.12973/eurasia.2012.831a

Vancouver

Çetinkaya B. Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey. EURASIA J Math Sci Tech Ed. 2012;8(3):155-66. https://doi.org/10.12973/eurasia.2012.831a

AMA

Çetinkaya B. Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey. EURASIA J Math Sci Tech Ed. 2012;8(3), 155-166. https://doi.org/10.12973/eurasia.2012.831a

Chicago

Çetinkaya, Bülent. "Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey". Eurasia Journal of Mathematics, Science and Technology Education 2012 8 no. 3 (2012): 155-166. https://doi.org/10.12973/eurasia.2012.831a

Harvard

Çetinkaya, B. (2012). Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 8(3), pp. 155-166. https://doi.org/10.12973/eurasia.2012.831a

MLA

Çetinkaya, Bülent "Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey". Eurasia Journal of Mathematics, Science and Technology Education, vol. 8, no. 3, 2012, pp. 155-166. https://doi.org/10.12973/eurasia.2012.831a