Abstract
The changes in Turkish geography curriculum in 2005 have placed geography teachers to adopt completely different approaches from what they were used to throughout their careers. This study attempts to explore to what extent teachers of geography have adopted the new curriculum and how they are dealing with the recent curricular changes in Turkey. The primary data were collected through semi-structured interviews with 24 geography teachers based in the cities of Kayseri and Nevsehir. According to our findings, the new curriculum is not entirely adopted by teachers because of the lack of teachers’ ownership, of the features generated by the Turkish centralised educational system, of the lack of continuous professional development as well as the lack of their professionalism. Key Words: Geography curriculum, geography teachers, teacher change, continous professional development.
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