Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study

Despite the growing popularity of research on teachers' curriculum adaptation, how to improve their ability to adapt curriculum productively remains unexplored. This paper presents a multi-case study to reveal changes in the productivity of curriculum adaptation patterns through long-term professional development (PD) support. The findings indicate that PD support enhanced the productive adaptation of teachers in all patterns and that adaptive decisions became systematic and deliberative at the 14-week follow-up. Moreover, extending and omitting demand high levels of pedagogical design capacity, which requires further support for teachers. Lastly, the study discusses the implications on the growth and adaptation of teachers.

Automated summary

This study presents a multi-case study that reveals improvements in teachers' ability to adapt curriculum through long-term professional development support. The findings show that such support enhances teachers' productive adaptation and leads to systematic and deliberative adaptive decisions. Additionally, the study highlights the need for further support in areas such as extending and omitting curriculum.