Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives

The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers’ ba...

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Bibliographic Details
Published in:Journal of education (Boston, Mass.) Mass.), 2022-01, Vol.202 (1), p.43-57
Main Authors: Soysal, Y., Radmard, S.
Format: Article
Language:English
Subjects:
Barriers
Educational Change
Elementary School Teachers
Foreign Countries
Student Centered Learning
Teacher Attitudes
Teaching
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Summary:The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers’ barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientation by which they were not able to conceptualize the true barriers that might be faced during authentic learner-centered teaching. Recommendations for professional development and further research are offered.
ISSN:0022-0574
2515-5741
DOI:10.1177/0022057420943189