Abstract
The aim of this study is to analyze classroom teachers' perceptions of curriculum literacy according to various variables. The research based on screening model was conducted with 416 classroom teachers. The data were collected with the curriculum literary scale, which was valid and reliable. Data collected with four-dimensional scale were analyzed with descriptive statistical techniques. As a result of analyses, it was determined that literacy perceptions of the classroom teachers participating in the research were medium level in terms of sub-dimension of program elements. In this dimension, the highest perception is about measurement-evaluation and the lowest perception level is about the program perspective. In-service and post-graduate teachers have higher perceptions of literacy in the sub-dimension of curriculum elements. In the research, classroom teachers' perception of curriculum literacy is quite high in the sub-dimension of program implementation. Classroom teachers totally agree that parents, the internet, auxiliary resources, colleagues, textbook and school management support are respectively important in order to implement the curriculum; While female teachers find parental support more important in the implementation of the curriculum; the perceptions of teachers who are classroom teachers on internet support are more positive. In the sub-dimension of the program development and philosophy in the research, classroom teachers' perceptions of program philosophy in general are at medium level. Teachers receiving in-service training and those who are classroom teachers have higher perceptions of program philosophy. In this dimension, classroom teachers' perception of having knowledge about the epistemological bases of the program and the development stages of the program is low. Male teachers and teachers receiving in-service training have a higher perception of the development stages of the program. In this study, the perceptions of classroom teachers were moderate in the scale of program literacy training need. Perceptions of classroom teachers about their expectation from MoNE and their obligation to develop themselves are moderate.
Highlights
Quality issues and problems in Turkey have become increasingly more questionable
Among the variables that directly affect the quality of education; the characteristics of teacher and student, curriculum, management, technological and physical equipment are the first ones that come to mind
The educational activities offered in the school can only reach their goals through curriculum (Çıray, Küçükyılmaz and Güven, 2015: 32)
Summary
Quality issues and problems in Turkey have become increasingly more questionable. There are many variables that directly and indirectly affect quality in the education system and process. Quality in education is largely the product of the interaction between these variables All of these variables are important, teacher quality and curriculum are critical. Curriculum, which is one of the most important elements of formal education in the school, is the compass of the teaching process (Güzel and Karadağ, 2013). In this respect, the educational activities offered in the school can only reach their goals through curriculum (Çıray, Küçükyılmaz and Güven, 2015: 32)
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