An Analysis of Teachers’Reflections on Schiro’s Classification of Curriculum Ideologies  

作　　者：Fatma Mizikaci Selma Sarioğlu M.Bachirou Djibril Issoufou Deniz Enginyurt 

机构地区：[1]Ankara University,Ankara,Turkey

出　　处：《Journal of Philosophy Study》2021年第11期859-875,共17页哲学研究（英文版）

摘　　要：This research was carried out to determine which ideology teachers are closer to,by evaluating teachers’opinions on curriculum in terms of the"scholar academic ideology,"social efficiency ideology","learner-centered ideology",and"social reconstruction ideology".It is a qualitative research.The sample of the research consists of 15 teachers working in primary,secondary,and high schools.The research data were obtained from nine open-ended questions supported by sub-questions added to each.It has been observed that the teachers define the purpose of education,the source of knowledge,the definition of learning,the purpose of teaching,the purpose of student assessment,the evaluation of the program,the understanding of formative and summative evaluation of curriculum according to the"social efficiency ideology"from Schiro’s ideological classification.Teachers have also defined the source of knowledge,the definition of learning,and the purpose of teaching and student assessment according to"scholar academic ideology".In the results of the research,it was seen that the opinions of the teachers were influenced,albeit slightly,by the"learner-centered ideology"in evaluating students and determining the needs of the program.In light of these results,it is evident that teachers’philosophical opinions need to be strengthened.

关 键 词：educational philosophy curriculum theory curriculum ideology teachers’curriculum ideology teachers’beliefs 

分 类 号：H31[语言文字—英语]