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    Barriers to ITC integration into teachers' classroom practices: Lessons from a case study on social studies teachers in Turkey
    (2012) Unal, Serkan; Ozturk, Ibrahim Hakki
    This study analyses the difficulties and obstacles faced by teachers of social studies education while using ICT-based teaching equipment and methods in their classes. Although ICT-based equipment and methods create important opportunities for the development of teaching, the literature shows that the ICT integration into teachers' classroom practices is not at the desired level. The study aims to use case study methods to analyze the reasons underlying this situation. Eighteen teachers of social studies education participated in the study. Classroom observation and semi-structured interview were used as data collection methods. According to the results of the study, the main barriers against the use of ICT-based methods and equipment in teachers' instructional practices are lack of ICT equipment in classrooms, lack of ICT-based teaching resources, the effect of traditional approaches on teachers' practices, inadequacies regarding in-service teacher training and lack of time. © IDOSI Publications, 2012.
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    CURRICULUM REFORM AND TEACHER AUTONOMY IN TURKEY: THE CASE OF THE HISTORY TEACHING
    (Eskisehir Osmangazi Univ, Fac Education, 2011) Ozturk, Ibrahim Hakki
    In recent years, the curriculum programs have been changed dramatically in Turkey, as part of a comprehensive reform initiative. The history curriculum for secondary schools was subjected to this transformation as well. This study examines the curriculum reform in terms of teacher autonomy, a key-concept for the comprehension and improvement of the teachers' role in education. The study aims to analyze whether the change in the curriculum has brought any significant innovation regarding the teacher autonomy. According to study's findings, the new history curriculum fails to construct a new framework that is able to provide to teachers a broad sphere of power and autonomy which could allow and encourage them to assume a greater role in the curriculum planning and implementation. This situation is evidently in contradiction with the main reform's goals such as the development of student-centered teaching methods focusing on the needs, interests and demands of the students and considering their diversities.
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    Teacher's Role and Autonomy in Instructional Planning: The Case of Secondary School History Teachers with regard to the Preparation and Implementation of Annual Instructional Plans
    (Edam, 2012) Ozturk, Ibrahim Hakki
    This study seeks to analyze the role of history teachers in instructional planning and their areas of autonomy in Turkey. The concept of teacher autonomy briefly refers to the authority and freedom of teachers in the planning and implementation of the instructional activities and the decisions made during the instructional process. The objective of the present study is to investigate the degree of participation of the teachers in the selection and preparation of the teaching methods, content and materials throughout the preparation and implementation of the annual instructional plans. The study aims to analyze the issue in depth by qualitative research design focusing on a small sampling group consisting 11 participants. The findings have indicated that the role of the teachers in the preparation of the annual instructional plans was quite limited and that the contents of the plans were mostly borrowed from textbooks and the official curriculum. It was also observed that, in the classroom practices, teachers usually reflected their preferences and personal decisions on the instructional process more than what was given in the instructional plans. However, it is difficult to say that this flexibility was able to provide an instructional process designed in line with the classroom realities and the students Learning styles.