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2022, vol. 12, br. 1, str. 112-126
Analysis of the factors predicting curriculum literacy of preservice teachers
(naslov ne postoji na srpskom)
Usak University, Usak, Turkey

e-adresafatma.ozudogru@usak.edu.tr
Ključne reči: curriculum literacy; critical thinking; curriculum development in education course; preservice teachers
Sažetak
(ne postoji na srpskom)
This study aimed to explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the "Curriculum Literacy Perception Scale" and the "Critical Thinking Disposition Scale". The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers.
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O članku

jezik rada: engleski
vrsta rada: izvorni naučni članak
DOI: 10.5937/IstrPed2201112O
objavljen u SCIndeksu: 15.07.2022.