Implementation of the New Curriculum by Pre-University Teachers in Schools in the Anamorava Region of Kosovo
Abstract
The study aims to understand how much the New Teaching Curriculum is implemented by pre-university teachers in schools in the Anamorava Region of Kosovo, as it is suspected that teachers in this area do not implement the New Curriculum sufficiently. This case study was conducted in the pre-university schools of the Anamorava Region of Kosovo, which consists of three municipalities. Data were collected through the quantitative method, whereas the main objective of the study is to impact the Curriculum the quality of the learning process. The research concluded that teachers of pre-university schools in the Anamorava Region of Kosovo do not sufficiently implement the New Curriculum although according to the Administrative Instruction of the Ministry of Education of Kosovo, the New Curriculum should be implemented in all educational institutions. The results of the study are useful for developing theories about the implementation of the New Curriculum to increase the quality of education. This encouragement is expected to provide opportunities and support for all teachers by creating trust among parties who share similar concerns. This study can also contribute to New Curriculum planners and contribute to teachers who have remained reluctant to implement it. The research focuses on the review and analysis of the implementation of the New Curriculum by teachers in this area and beyond. Through this research, real results have been achieved, revealing the truth that not all teachers implement the New Curriculum. We have also made a comparative analysis of the two age groups of teachers and concluded that young teachers implement the New Teaching Curriculum more than those of old age.
Keywords: new curriculum, old curriculum, contemporary teaching, training.
Full Text:
PDFReferences
ANICIC, K.P., DIVJAK, B., & ARBANAS, K. (2017). Preparing ICT Graduates for Real-World Challenges: Results of a Meta-Analysis. IEEE Transactions on Education, 60(3), 191–197. https://doi.org/10.1109/TE.2016.2633959
AZEMI, B., BUJARI, R., & BUJARI, A. (2016). Pedagogical research – Summary of works. Kosovo Pedagogical Institute.
BALIU, D. (2018). New Curriculum, difficult to implement. Kallxo. Retrieved from https://kallxo.com/gjate/analize/kurrikula-e-re-veshtire-e-zbatueshme/
BEUKES, B., KIRSTEIN, M., KUNZ, R., & NAGEL, L. (2018). Innovators to Laggards—How South African Students Adopted and Perceived Technologically Enhanced Learning. Accounting Education, 27(5), 513–530. http://dx.doi.org/10.1080/09639284.2017.1417875
BRADA, R. (2010). Cybernetic didactics. Dukagjini.
CORDERO, J.M., & GIL, M. (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modelling, 40(6), 1313-1331. https://doi.org/10.1016/j.jpolmod.2018.04.003
COSKUN, Y.D. (2015). Promoting Digital Change in Higher Education: Evaluating Curriculum Digitalization. Journal of International Education Research, 11(3), 197–204. http://dx.doi.org/10.19030/jier.v11i3.9371
DECI, E.L., & RYAN, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. Springer. Retrieved from https://link.springer.com/book/10.1007/978-1-4899-2271-7
DURLAK, J.A., & WELLS, A.M. (1997). Primary prevention programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152. https://doi.org/10.1023/a:1024654026646
DUSSAULT, M., PAYETTE, D., & LEROUX, M. (2008). Principals’ transformational leadership and teachers’ collective efficacy. Psychological Reports, 102(2), 401–410. https://doi.org/10.2466%2Fpr0.102.2.401-410
Educational plans. (2018). Wikipedia. Retrieved from https://sq.wikipedia.org/wiki/Plani_arsimor
EUROPEAN COMMUNITY COMMISSION. (2005). Towards a European qualification framework for lifelong learning. ENCoRE. Retrieved from http://www.encore-edu.org/ENCoRE-documents/consultation_eqf_en.pdf
EUROPEAN UNION. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006/962/ EC). Official Journal of the European Union, 394, 10-18. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
Framework for Quality Assurance of school performance in Kosovo. (2016). Kosovo Pedagogical Institute.
FRICK, L., CARL, A., & BEETS, P. (2010). Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30, 421–437. Retrieved from http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000300006
FULLAN, M. (2010). The new meaning of change in education. Center for Democratic Education. Retrieved from http://mehrmohammadi.ir/wp-content/uploads/2019/07/The-New-Meaning-of-Educational-Change.pdf
GARULI, L. (2018). Learning disorders and difficulties in reading, writing. Toena.
GROVES, K.S. (2013). Examining leader-follower congruence of social responsibility values in transformational leadership. Journal of Leadership & Organizational Studies, 21(3), 227–243. https://doi.org/10.1177%2F1548051813498420
HAZAR, E. (2019). A Comparison between European Digital Competence Framework and the Turkish ICT Curriculum. Universal Journal of Educational Research, 7(4), 954-962. http://dx.doi.org/10.13189/ujer.2019.070406
HIEN, L. M. (2016). Malaysian Students’ Performance in Mathematics Literacy in PISA from Gender and Socioeconomic Status Perspectives. Asia-Pacific Education Researcher, 25, 657–666. https://doi.org/10.1007/s40299-016-0295-0
KOSOVO NEW CURRICULUM FRAMEWORK. (2001). White Paper on Discussion. Dukaxhini.
KRAJA, M. (2012), Teacher, pedagogue, personality, their ethics. Vllamasi.
KRAJA, M., MUSTAFA M., ÇELA V., & KRAJA E. (2013). Pedagogy (Albanian school with additional program). EXTRA-R.
KRASNQI, I., & DEVA, A. (2012). A school without violence. Textbook.
LI, Y. (2020). A review of empirical research on transformational school leadership in China (2010–2019). ECNU Review of Education, 10. https://doi.org/10.1177%2F2096531120942242
LUBIN, I. A. (2016). Intentional ICT: Curriculum, Education and Development. IBE Working Papers on Curriculum Issues, 17. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000244081
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY. (2013). Kosovo Curriculum Framework and core curricula. MASHT.
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY. (2017a). Catalog of accredited and approved programs for professional development of teachers and education leaders in Kosovo – Second Edition. Ministry of Education, Science and Technology.
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY. (2017b). Guide to implementing the new curriculum 2016–2021. MASHT. Retrieved from http://masht.rks-gov.net/uploads/2017/03/udherrefyes-per-zbatimin-e-kk-2016-2021final.pdf
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY. (2017c). Guide for the implementation of the new curriculum. MASHT. Retrieved from https://masht.rks-gov.net/uploads/2017/03/udherrefyes-per-zbatimin-e-kk-2016-2021final.pdf
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY. (2017d). Curriculum Framework of Pre-University Education of the Republic of Kosovo (revised). MAHT. Retrieved from https://masht.rksgov.net/uploads/2017/03/korniza-kurrikulare-finale.pdf
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY. (2018). Subject Curriculum, lesson plans: Sixth. MASHT.
NIR, A.E., & HAMEIRI, L. (2015). Coping with perceived role risk as an expression for school leaders’ accountability. Journal of School Leadership, 25(1), 4–23. https://doi.org/10.1177%2F105268461502500101
ORGANIZATION FOR SECURITY AND CO-OPERATION IN EUROPE MISSION IN KOSOVO. (2009). Kosovo Non-majority Communities within the Primary and Secondary Educational Systems. OSCE. Retrieved from https://www.osce.org/files/f/documents/4/8/36978.pdf
OSAGIE, R.O., & MOMOH, U. (2016). Principals’ leadership and student performance in senior secondary schools in Edo state, Nigeria. Educational Planning, 23(3), 17–28. Retrieved from https://eric.ed.gov/?id=EJ1208421
OTERKIIL, C., & ERTESVÅG, S.K. (2014). Development of measurement for transformational and transactional leadership in schools taking on a school-based intervention. Educational Management Administration & Leadership, 42(4), 5–27. https://doi.org/10.1177%2F1741143214523011
PESHKËPIA, V. (2012). Teaching and learning, their relationship with European integration. Fan Noli. Retrieved from https://www.academia.edu/35291006/The_Effect_of_Teacher_Professional_Development_in_Raising_the_Quality_of_Teaching_Pilot_Research
PLLAKOLLI, Z., & ALIU-GASHI, M. (2016). Educator-parent cooperation in Kosovo preschool Institutions. Kosovo Pedagogical Institute.
REÇICA-HAVOLLI, S. (2016). Teachers' attitudes towards the implementation of the philosophy of inclusion in educational institutions in Kosovo. Kosovo Pedagogical Institute.
SAHLBERG, P., & BOCE, E. (2010). Are teachers teaching for a knowledge society. Teachers and Teaching: Theory and Practice, 16, 31–48. https://doi.org/10.1080/13540600903475611
SHALA, A., & GRAJCEVCI, A. (2018). Digital competencies among students populations in Kosovo: The impact of inclusion, socioeconomic status, ethnicity and type of residence. Education and Information Technologies, 23, 1203–1218. https://doi.org/10.1007/s10639-017-9657-3
SIMO, P. (2009). Education technologies. Dita 2000.
STATOVCI-SHALA, S. (2016). School management in upper secondary education in Kosovo. Kosovo Pedagogical Institute.
Strategic Framework for Teacher Development in Kosovo. (2017). Ministry of Education, Science and Technology.
TAHIRSYLAJ, A., & SUNDBERG, D. (2020). The Unfinished Business of Defining Competences for 21st Century Curricula – A Systematic Research Review. Curriculum Perspectives, 40(2), 131–145. https://doi.org/10.1007/s41297-020-00112-6
TAHIRSYLAJ, A., & WAHLSTRÖM, N. (2019). Role of Transnational and National Education Policies in the Realisation of Critical Thinking: The Cases of Sweden and Kosovo. The Curriculum Journal, 30 (4): 484–503. https://doi.org/10.1080/09585176.2019.1615523
VUJI, M. (2015). Teaching vision and mathematical skills. Mirgeeralb.
Refbacks
- There are currently no refbacks.
