Educational Theory and Curriculum Studies

The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) mai…

This article provides a brief introduction to critical pedagogy and further discussion on critical mathematics education. Critical mathematics education enables students to read the world with mathematics. Three emerging domains of mathematics education related to critical mathematics education are discussed in this m…

Tasks are essential in fostering students’ learning processes, and thinking skills are considered to be of central importance to learning. In order to analyse how tasks promote the development of thinking skills in school geography, we need an instrument that looks beyond a simple distinction between lower and higher…

This paper sets out to discuss major theories of sociology of education in an attempt to reveal why we need to extend analysis beyond their current forms.It provides both a brief historical account for each theory and fundamental critiques directed towards them.Sociology of education has taken a historical turn by bre…

Bernstein describes a curriculum context as a system context that is regulated by strong and weakframing, which refers to the “degree of control teachers and pupils possess over the selection,organisation, pacing and timing of the knowledge transmitted and received in the pedagogicalrelationship” (1975, p. 89). In thi…

This semi-structured interview is an attempt to examine how an experienced scholar (Ian Westbury) of curriculum might interpret both recent developments and the current atmosphere of curriculum by paying attention to the history that has taken it to the present. During a career that spans more than five decades, Ian W…

• MUHAMMED EMİR RÜZGAR

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• AHMET KILINÇ

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• ARZU SÖNMEZ ERYAŞAR

This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST net…

Tasks are crucial for gaining access to powerful knowledge in geography and for fostering higher-order thinking in lessons; therefore, they are key to subject-specific pedagogy. After analysing tasks in geography textbooks for upper secondary education, it was revealed that higher-order thinking barely occurs in textb…

Generative artificial intelligence (AI) writing tools are increasingly embedded in university students’ writing practices, yet little is known about how their use relates to higher-order writing skills in English as a Foreign Language (EFL) contexts. This mixed-methods study explored associations between generative AI…

• SERPİL TEKİR

There is an increasing urgency, driven by global geopolitical, ecological and climate crises, for geography teachers to use their subject expertise as agents of change to empower children and young people with the knowledge and skills needed to think geographically and better understand our complex and rapidly changin…