Akademik Veri Yönetim Sistemi
PEGEM EGITIM VE OGRETIM DERGISI, cilt.12, sa.1, ss.10-24, 2022 (ESCI)
There is a consensus that the national curriculum cannot be implemented in its original form in local context. Adaptations are made in curriculum due to factors such as school and classroom context, student characteristics and needs, teacher's professional competence and characteristics. This study aims to investigate the curriculum adaptation efforts of teachers working in socio-economically disadvantaged secondary schools. This study used a phenomenological inquiry. The participants, who were selected using criterion sampling method, included the voluntary eight female teachers who worked in socio-economically disadvantaged secondary schools. Data were collected through standardized open-ended interviews and were analyzed using the inductive content analysis method. This study indicated four main findings: a) Students' family structure is the main factor determining disadvantageousness in socio-economically disadvantaged secondary schools. b) Student and family characteristics, curriculum and curriculum materials are the factors that frequently prevent fidelity to curriculum. c) Teachers made adaptations, such as reorganizing, supplementing, omitting/delaying, completing and reducing/simplification. d) In the adaptation process, teachers were found to experience difficulties associated with planning the instruction process and organizing and presenting the content. They were found to cope with these difficulties by benefitting from their postgraduate education experiences, collaboration with colleagues, and internet sources. Based on the findings from this study, families' awareness could be improved by preparing family education programs. Instructions could be prepared about how and in what situations adaptations need to be made while developing curriculum; curriculum materials could be developed, and professional development opportunities could be increased.