Abstract
The purpose of this research is to determine the teachers' awareness of curriculum terms and the level of their knowledge and to develop a valid and applicable measurement tool that can be used in determining the teachers' awareness of curriculum terms and the level of their knowledge. This research is in survey model. The data collection tool used in this study is developed by the researcher and applied to 602 teachers. The obtained data is analyzed using statistical techniques such as percentages, frequency, arithmetic average, T-test and ANOVA. According to the findings; the mean of teachers' terms awareness is over 60% in terms of the frequency percentages calculated for the overall survey, and the mean of each section is over the half of the maximum level. According to the findings for the subsections of the survey, it is clear that female teachers, teachers having a post graduate degree, primary and secondary school teachers, primary school teachers and classroom teachers have higher curriculum terms awareness than those of male teacher, teachers having a graduate degree, high school teachers, secondary school teachers and branch teachers, respectively, and that the term awareness of teachers having 1-10 years of seniority significantly differs from those of the teachers having more than 10 years of seniority.
Highlights
In the era we live, all tendencies show dramatic changes
Average total score regarding the awareness of teachers in dimensions of “Curriculum Basic
Regarding teachers’ professional seniority, in the every dimension of the survey, results are significantly in favour of teachers with lower professional seniority years. When it comes to education grade and working institutions, in “Education curriculum basic terms” dimension, results are in favour of teachers working at secondary schools, in “Preparing Draft Curriculum” dimension, they are in favour of primary school teachers
Summary
In the era we live, all tendencies show dramatic changes. These changes in the field of science and technology, affect the education sphere and practices closely too [1]. In teacher competences, teaching profession knowledge, skill and technology literacy has an important place [16] When it comes to the conversion of competences to the success and the efficiency in the classroom, necessity of benefiting from curriculums in the teaching process and integrating these curriculums with the education system becomes clear. In order teachers to use curriculum in teaching activities and to create an educational environment while using them and be more successful at education and training works, information and awareness of curriculum terms needs to be in a significant level. Is there any significant difference regarding educational level or institutions they work?
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