Teachers’ Perception of Constructivist Curriculum Change as a Predictor of Their Implementation of Constructivist Teaching-Learning Activities in Class

• In Event: Constructivism in Preservice Teacher Education and Classroom Teacher Professional Development

Abstract

This study investigates the relationship between teachers’ implementation of constructivist teaching-learning activities and their perceptions of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review for content validity, and its reliability was established through a pilot study. The data were analyzed through bivariate correlations and linear regression analyses. Results indicated that teachers’ implementation of constructivist teaching and learning activities in class is positively correlated with and predicted by their perceptions of constructivist curriculum change.

Authors

• Ali Yildirim, Middle East Technical University

• Koray Kasapoglu, Middle East Technical University