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Ten selected learning outcomes from algebra and number domains guide content analysis. 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Teacher Education  \n\n| Volume 43 | Issue 11 | Article 3 |\n| --- | --- |\n| 2018\u003Cbr>Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers\u003Cbr>Dilsad GÜVENAKDENİZ\u003Cbr>Bayburt University, Bayburt, Turkey, [dilsadgvn@yahoo.com.tr](dilsadgvn@yahoo.com.tr)\u003Cbr>Ziya ARGÜN\u003Cbr>Gazi University, Ankara, Turkey, [ziya@gazi.edu.tr](ziya@gazi.edu.tr) |  |\n\nRecommended Citation  \nGÜVENAKDENİZ, D., & ARGÜN, Z. (2018). Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers. Australian Journal of Teacher Education, 43 (11).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol43/iss11/3](https://ro.ecu.edu.au/ajte/vol43/iss11/3)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss11/3](https://ro.ecu.edu.au/ajte/vol43/iss11/3)  \nAustralian Journal of Teacher Education  \nLearning Outcome Literacy: The Case of Five Elementary Mathematics  \nTeachers1  \nDilşad Güven Akdeniz  \nBayburt University, Turkey  \nZiya Argün  \nGazi University, Turkey  \nAbstract: Learning outcome (LO) literacy is conceptualized as a  \nnecessary skill for planning teaching and learning activities  \neffectively. The skill has two main components: understanding and  \ninterpreting learning outcomes. The current study aimed to identify  \nlearning outcome literacy of elementary mathematics teachers with  \nregard to this conceptualization. It is a case study based on the  \nqualitative design. Participants were 5 mathematics teachers working  \nat different elementary (5th-8th grade) schools in Turkey.  \nObservations and semi-structured interviews were used for data  \ncollection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content  \nanalysis method was used for data analysis. According to the  \nfindings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has.  \nThe results showed that participant teachers'LO literacy was  \ninsufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective  \nteaching of LOs.  \nKey Words: Teacher competence, planning teaching, learning outcomes, teacher knowledge, mathematics education  \nIntroduction  \nThe 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,  \n1 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.  \nVol 43, 11, November 2018 51  \nAustralian Journal of Teacher Education  \nevaluation 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.  \nTeachers 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","cbCaigPUNLIB3hew","https://ap.wps.com/l/cbCaigPUNLIB3hew","pdf",536305,21,"English","# Abstract\n# Introduction\n# Teacher Competence","[{\"question\":\"What concept does the study focus on, and what are its components?\",\"answer\":\"The study focuses on learning outcome (LO) literacy, consisting of understanding and interpreting learning outcomes for effective teaching planning.\"},{\"question\":\"How was data collected and analyzed in this study?\",\"answer\":\"Data were collected through observations and semi-structured interviews, then analyzed using a content analysis method.\"},{\"question\":\"What did the findings show about the participating teachers’ LO literacy?\",\"answer\":\"Participant teachers’ LO literacy was found to be insufficient, and effective instruction requires developing all LO literacy sub-components together.\"}]","Australian Journal of Teacher Education - Volume 43 - Issue 11 - Article 3 - Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers | PDF",53]