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" A study of the effects on teaching methods and teaching styles of converging national and international curricula at the Koç School, Istanbul "
Onur, Jale
Hayden, Mary
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Latin Dissertation
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| Record Number
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829243
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TLets488896
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| Main Entry
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Onur, Jale
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| Title & Author
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A study of the effects on teaching methods and teaching styles of converging national and international curricula at the Koç School, Istanbul\ Onur, JaleHayden, Mary
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| College
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University of Bath
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| Date
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2008
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| student score
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2008
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| Degree
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Thesis (Ed.D.)
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| Abstract
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The aim of this research enquiry has been to explore the relationship between teaching methods and styles and the creation of a convergent curriculum, merging the Turkish National Education Programme (TNEP) and the International Baccalaureate Diploma Programme (IBDP) within the Koç School, Istanbul, Turkey. The methodology used is a case study, involving the same teachers teaching both the TNEP and the IBDP sections of the same class levels during similar lessons. Teachers from two different departments (Mathematics and Languages) were chosen as the sample group in order to explore whether subject area variation was linked to the pedagogical behaviour of teachers, while trying to discern whether the IBDP and TNEP each imply specific teaching methods and thus influence the teaching style of the teachers. Bringing together data from observations and interviews that required the teachers in both groups to reflect on their own practice, and provide reasons for similarities and differences in their teaching, was helpful in considering the feasibility of the creation of a convergent curriculum from a synthesis of the national and the international, the TNEP and the IBDP. Advantages, such as the dynamic atmosphere emerging from the confluence of the two programs, the academic and cultural enrichment and the deepening of understanding that encourages further learning are discussed, as well as the limitations and difficulties imposed by the clashing regulations and requirements of the two different curricula. Observations suggest that transferability of teacher skills between the IBDP and TNEP sections leads to common benefits for students of both groups, and benefits school curriculum development, implying the need for professional development arising from the creation of a convergent curriculum.
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Hayden, Mary
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University of Bath
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