Evaluation of Information Technologies Teachers' in-class Behaviors in the Context of Hidden Curriculum
| dc.contributor.author | Fidan, Mustafa | |
| dc.contributor.author | Tuncel, Meriç | |
| dc.date.accessioned | 2024-09-25T20:23:36Z | |
| dc.date.available | 2024-09-25T20:23:36Z | |
| dc.date.issued | 2018 | |
| dc.department | Abant İzzet Baysal Üniversitesi | en_US |
| dc.description.abstract | The aim of this study is to evaluate the in-class behaviors of informationtechnologies teachers and the factors that lead to those behaviors in the context ofhidden curriculum on the basis of the opinions of information technologies teachers.From the qualitative research methods, the 'phenomonology' research design was usedin this study. A total of 15 information technologies teachers who were teaching atsecondary schools in a central town of a city located in the West Blacksea Region ,Turkey, participated in the study. From purposeful sampling method, criterion andmaximum diversity samplings were used in selection of the sample. Data were collectedby means of semi-constructed interview forms. The gathered data were analyzedthrough both descriptive and content analysis methods. As a result of the interviewsmade with teachers, it was observed that the teachers gave messages and responseswhich were not in the scope of the formal curriculum. In this direction, teacherbehaviours were divided into seven sub-themes such as \"power and authority\",\"prejudices and discrimination\", \"narratives\", \"communication\", \"role-model\", \"gettinga profession\", and \"school culture\". It was identified that most of the teachers wereauthoritarian and serious, discriminated among students according to individualdiffferences, conveyed the ideas that they did not adopt in real life, made social, moraland ideological narratives suiting with their own thoughts and beliefs, preferred teachercentered methods and techniques and were not able to create a democraticalenvironment during lessons. In this study, it was understood that informationtechnologies served to the hidden curriculum especially in terms of adoption of schoolculture, interaction with students was effective in occurance of hidden learnings, andstatus and economical advantages of a profession were of primary importance inteachers' professional guidance. Depending on the results of this study, someeducational conclusions and recommendations for future studies were also included inthis paper. | en_US |
| dc.identifier.endpage | 56 | en_US |
| dc.identifier.issn | 2146-8249 | |
| dc.identifier.issn | 2146-8249 | |
| dc.identifier.issue | 14 | en_US |
| dc.identifier.startpage | 31 | en_US |
| dc.identifier.trdizinid | 372646 | en_US |
| dc.identifier.uri | https://search.trdizin.gov.tr/tr/yayin/detay/372646 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12491/15999 | |
| dc.identifier.volume | 0 | en_US |
| dc.indekslendigikaynak | TR-Dizin | en_US |
| dc.language.iso | en | en_US |
| dc.relation.ispartof | Journal of Education and Future | en_US |
| dc.relation.publicationcategory | Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.snmz | YK_20240925 | en_US |
| dc.title | Evaluation of Information Technologies Teachers' in-class Behaviors in the Context of Hidden Curriculum | en_US |
| dc.type | Article | en_US |
