An Investigation of Pre-Service Teachers' Curriculum Theory Orientations: A Case Study at Eskisehir Osmangazi University
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| Title: | An Investigation of Pre-Service Teachers' Curriculum Theory Orientations: A Case Study at Eskisehir Osmangazi University |
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| Language: | English |
| Authors: | Ismail Kasarci (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Preservice Teacher Education, Teacher Education Programs, Instructional Design, Curriculum Design, Educational Theories, Student Attitudes, Critical Thinking |
| Geographic Terms: | Turkey |
| Abstract: | Pre-service teachers' curriculum theory orientations represent fundamental variables that shape their future instructional decisions and classroom practices. This study investigated the curriculum theory orientations of 116 pre-service teachers at Eskisehir Osmangazi University Faculty of Education using the Inventory of Orientations in Curriculum Theories (IOCT), developed by Türe (2017) and adapted for pre-service teachers by Türe and Bikmaz (2023). The IOCT measures three orientations based on Marsh and Willis's (2003) classification: Prescriptive, Descriptive, and Critical-Exploratory. Using descriptive survey methodology and Pearson correlation analysis, results indicated that pre-service teachers demonstrated high levels of Critical-Exploratory (M=4.20) and Descriptive (M=4.12) curriculum theory orientations, while showing moderate levels of Prescriptive orientation (M=3.13). Correlation analysis revealed no significant relationships among the subscales (p>0.05), suggesting these orientations emerge as independent constructs. These findings indicate that pre-service teachers tend toward interpreting curriculum critically, considering individual differences, and evaluating with a critical perspective rather than accepting curriculum as given. Results have important implications for teacher education programs aiming to develop flexible, critically-informed practitioners. [For the complete proceedings, see ED678749.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678756 |
| Database: | ERIC |
| Abstract: | Pre-service teachers' curriculum theory orientations represent fundamental variables that shape their future instructional decisions and classroom practices. This study investigated the curriculum theory orientations of 116 pre-service teachers at Eskisehir Osmangazi University Faculty of Education using the Inventory of Orientations in Curriculum Theories (IOCT), developed by Türe (2017) and adapted for pre-service teachers by Türe and Bikmaz (2023). The IOCT measures three orientations based on Marsh and Willis's (2003) classification: Prescriptive, Descriptive, and Critical-Exploratory. Using descriptive survey methodology and Pearson correlation analysis, results indicated that pre-service teachers demonstrated high levels of Critical-Exploratory (M=4.20) and Descriptive (M=4.12) curriculum theory orientations, while showing moderate levels of Prescriptive orientation (M=3.13). Correlation analysis revealed no significant relationships among the subscales (p>0.05), suggesting these orientations emerge as independent constructs. These findings indicate that pre-service teachers tend toward interpreting curriculum critically, considering individual differences, and evaluating with a critical perspective rather than accepting curriculum as given. Results have important implications for teacher education programs aiming to develop flexible, critically-informed practitioners. [For the complete proceedings, see ED678749.] |
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