How mathematics teachers' concerns changed within the context of curriculum reform?

Gokcek T.

World Conference on Educational Sciences, Nicosia, CYPRUS, 4 - 07 February 2009, vol.1, pp.1052-1056 identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 1
  • Doi Number: 10.1016/j.sbspro.2009.01.189
  • City: Nicosia
  • Country: CYPRUS
  • Page Numbers: pp.1052-1056
  • Karadeniz Technical University Affiliated: Yes

Abstract

This study describes teacher change using the background of a reformed mathematics curriculum for 6(th) grades and provides teachers' concerns profiles who were involved in the implementation over the last two years. For this aim, The Stages of Concern Questionnaire (SoCQ) based on CBAM was administered to three mathematics teachers selected from the city located on the north coast of Turkey. Those teachers filled out the SoCQ at the end of 1(st) and 2(nd) year of curriculum implementation. The results illustrated that selected teachers' concern profiles were differentiated based on the stages. The study concluded with possible reasons of the intensive concerns and made suggestions for curriculum developers and teacher education institutions. (C) 2009 Elsevier Ltd. All rights reserved