文章基本信息

标题：Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015
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作者：Gokhan Ilgaz ; Levent Vural ; Menekse Eskici 等
期刊名称：Cypriot Journal of Educational Sciences
印刷版ISSN：1305-905X
出版年度：2019
卷号：14
期号：4
页码：706-722
DOI：10.18844/cjes.v11i4.4122
出版社：Academic World Education & Research Center
摘要：This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching.These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching cross-curricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher–parent collaboration and school management and administration.Survey is our research model.The participations of the study are 54.395 teachers from 17 different countries, which have been obtained from PISA 2015.The correspondence and multiple correspondence analyses were used.The results of simple correspondence analysis have revealed that the measure of accountable correspondence is more than 50% between the sources of curriculum knowledge and those of other sub-competency fields such as field insight and knowledge, pedagogic competence in field teaching and student assessment procedures.Likewise, multiple correspondence analysis has also produced similar results.
关键词：Teacher training; curriculum knowledge; curriculum development; correspondence analysis.