Abstract
Teaching programs are the basic elements and guides of the education-teaching processes. The correct understanding of the content of the teaching programs reveals the concept of the educational program literacy. The aim of this research is to study to identify the competencies of the educational program literacy of the pre-service teachers studying in the education faculties by arithmetic mean of the answers given to the scale items by department type, class level demographic variables and gender. In accordance with this purpose; a Teaching Program Literacy scale consisting of 29 items, developed by Bolat (2017) was used in the reading and writing dimensions about education programs and teaching literacy in order to collect data. In addition to the descriptive statistics of the collected data with the Education Program Literacy Scale, analyzes such as t-test, Tukey and Anova were also conducted. In the study, the general scanning model, which is one of the descriptive scanning methods, was used. The universe of the research is composed of all the pre-service teachers who are studying in different programs of Mustafa Kemal University Faculty of Education, the sample of the research constitutes a total of 785 pre-service teachers studying in Turkish Teaching, English Language Teaching, Science Education and Classroom Teaching programs of Mustafa Kemal University Faculty of Education. As a result of the research, the curriculum of the pre-service teachers has been differentiated in favor of female pre-service teachers in terms of literacy of writing by gender. However, gender change, from the general angle of the scale, did not cause any statistical differentiation. It has also been found that the opinions of pre-service teachers are close to each other on program literacy, depending on the program they are studying. It has been determined that there are statistically significant differences in favor of pre-service teachersstudying at the upper class among the class levels in which the pre-service teachers have studied. In addition, the results of the study showed that the pre-service teachers felt themselves sufficient in terms of understanding, interpreting and evaluation in terms of program literacy and felt themselves inadequate in terms of goals. Key words: Teaching program, teaching program literacy, teacher training.
Highlights
Education is undoubtedly one of the most important factors that keep communities alive and transfer their knowledge and skills to new generations
When educational programs are considered in a systematic structure, it is mentioned that a teaching program has four dimensions
In the concept of educational program literacy, there is a need for high-level skills that require analyzing and understanding concepts apart fromthe basic reading and writing skills
Summary
Education is undoubtedly one of the most important factors that keep communities alive and transfer their knowledge and skills to new generations. To be able to understand this guidance correctly, to interpret and design the process, to be able to create learning environments suitable for the needs of the students and to evaluate the process in the most accurate way make the education program literacy compulsory For this reason, it is necessary for the teacher and pre-service teachers to have a literacy program in order to define education and to understand the current developmental process of education. When educational programs are considered in a systematic structure, it is mentioned that a teaching program has four dimensions These are objectives, content (scope), learning-teaching processes (educational situations), and measurement and evaluation (Özçelik, 2010; Baş, 2013; Çelik, 2006; Ertürk, 1998; Gültekin, 2003; Demirel and Kaya, 2012; Taba, 1962; Wiles and Bondi, 2014; Ornstein and Hunkins, 2017). In the concept of educational program literacy, there is a need for high-level skills that require analyzing and understanding concepts apart fromthe basic reading and writing skills
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