Australian Journal of Teacher Education - Volume 43 - Issue 11 - Article 3 - Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers

Oct 15, 2026

Learning outcome literacy is treated as a necessary capability for planning teaching and learning effectively, comprising understanding and interpreting learning outcomes. This qualitative case study investigates five elementary mathematics teachers in Turkey and examines their literacy using observations and semi-structured interviews. Ten selected learning outcomes from algebra and number domains guide content analysis. Findings indicate participants’ learning outcome literacy is insufficient and should be developed across all sub-components for effective learning outcomes teaching.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Teacher Competence

Australian Journal of Teacher Education | Volume 43 | Issue 11 | Article 3 | | --- | --- | | 2018
Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers
Dilsad GÜVENAKDENİZ
Bayburt University, Bayburt, Turkey, [dilsadgvn@yahoo.com.tr](dilsadgvn@yahoo.com.tr)
Ziya ARGÜN
Gazi University, Ankara, Turkey, [ziya@gazi.edu.tr](ziya@gazi.edu.tr) | | Recommended Citation GÜVENAKDENİZ, D., & ARGÜN, Z. (2018). Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers. Australian Journal of Teacher Education, 43 (11). Retrieved from [https://ro.ecu.edu.au/ajte/vol43/iss11/3](https://ro.ecu.edu.au/ajte/vol43/iss11/3) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol43/iss11/3](https://ro.ecu.edu.au/ajte/vol43/iss11/3) Australian Journal of Teacher Education Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers1 Dilşad Güven Akdeniz Bayburt University, Turkey Ziya Argün Gazi University, Turkey Abstract: Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5th-8th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis method was used for data analysis. According to the findings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has. The results showed that participant teachers'LO literacy was insufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective teaching of LOs. Key Words: Teacher competence, planning teaching, learning outcomes, teacher knowledge, mathematics education Introduction The teacher’s role is complex and shaped by historical and contemporary variables (Arends, 1991) . Teachers should learn the process of teaching by thinking at higher levels and improving performance in order to help students learn analytical and complex knowledge and skills. In this context, the education system should provide an effective vocational learning to teachers with the aim of developing the sophisticated teaching (DarlingHammond & Richardson, 2009) . Teacher competencies are coming into consideration as an important aspect for teachers, teacher educators and officials in Turkey. Teacher competencies are the basis for questioning and developing the qualities of teachers who playa big role in the learning and teaching process. The competencies are taken into account in teacher education, teacher training programs, in-service and pre-service training of teachers, 1 This study was developed from the first author’s M. Sc. research at Gazi University, Turkey, Institute of Educational Sciences, Department of Primary Science and Mathematics Teaching; the other author supervised. Vol 43, 11, November 2018 51 Australian Journal of Teacher Education evaluation of performance of teachers, and career development of teachers by the Ministry of National Education (MNE) in Turkey (MNE, 2008) . For this reason, the teacher competencies and qualifications become an issue that is carefully addressed by teacher training programs. Teachers are the professionals who make decisions based on skill, intuition, and specialty (Ball, 1991). Developments in teaching partially depend on systematic and intentional demonstration of skills outside the classroom

FAQs

What concept does the study focus on, and what are its components?

The study focuses on learning outcome (LO) literacy, consisting of understanding and interpreting learning outcomes for effective teaching planning.

How was data collected and analyzed in this study?

Data were collected through observations and semi-structured interviews, then analyzed using a content analysis method.

What did the findings show about the participating teachers’ LO literacy?

Participant teachers’ LO literacy was found to be insufficient, and effective instruction requires developing all LO literacy sub-components together.

Oct 15, 2026

Uploaded by 4398046744996