Teachers must understand curriculum adaptation well to balance the goals of the official curriculum and the needs of local school contexts. From this perspective, as a third-grade teacher, I (the first author) conducted my doctoral research using self-study methodology during the 2022-2023 school year to examine, interpret, and articulate my teaching experiences regarding the dilemma of adhering to and adapting the official curriculum. After reviewing my dissertation data, my advisor (the second author) suggested developing a model to explain the curriculum adaptation process and emphasized the need for such a model in pertinent literature. At this stage, we added a new question to my dissertation study: How can the curriculum adaptation process be explained? The purpose of this study is to introduce the Five-Dimensional Curriculum Adaptation Model (5D-CAM), which my advisor and I developed through thematic analysis of my dissertation data. It comprises five dimensions: (1) Curriculum component for adaptation (learning outcome, content, teaching activity, or evaluation approach). (2) Adaptation format (timing, sequencing, or originality status of the curriculum component). (3) Adaptation purpose (designing engaging activities for students, reinforcing student learning, or creating a positive classroom environment). (4) Adaptation justification (teaching approach, student needs, or societal events). (5) Adaptation pattern (creating, enriching, or associating). This study significantly contributes to curriculum theorizing by proposing a systematic model to better understand teachers’ curriculum adaptation actions. It also enriches research literature by exemplifying the role of thematic analysis in model development.
Sarıçelik et al. (Thu,) studied this question.