Abstract
In the study, the purpose was to determine the perceptions of students from the department of Computer Education and Instructional Technologies regarding the concept of curriculum. The participants of the study conducted with the phenomenology research design were 212 preservice teachers. The research data were collected via document analysis and interviews. For the analysis of the data, the inductive content analysis method was used. The results revealed that the preservice teachers perceived the concept of curriculum as a process with positive and negative features which emphasize change and development. The results also demonstrated that the participants perceived their levels of knowledge about curriculum as partly sufficient. In addition, it was found that undergraduate education has an important role in the development of these perceptions. Moreover, the results emphasized the need for making more planned and systematic regulations in relation to the functioning of curriculum studies in Turkey. Lastly, the results demonstrated that there is a need for regulations in the structure of the preservice teacher education curricula to give meaning to the concept of curriculum.
Highlights
Today, it is seen that the knowledge, skills and values that a learner is expected to have changed in line with the social, scientific and economic developments
Curricula, which act as a tool for the training of individuals, have an important role in this process
It is pointed out that the concept of curriculum, which is widely used, has various definitions and changes depending on the viewpoints of researchers and practitioners (Skilbeck, 1984)
Summary
It is seen that the knowledge, skills and values that a learner is expected to have changed in line with the social, scientific and economic developments. Curricula, which act as a tool for the training of individuals, have an important role in this process. It is pointed out that the concept of curriculum, which is widely used, has various definitions and changes depending on the viewpoints of researchers and practitioners (Skilbeck, 1984). Tyler (2014) regards curriculum as a tool to achieve educational goals, while D. Tanner (2007) explains it as a process which helps restructure the current knowledge and experiences as the basis of their future knowledge and experiences. There are several other definitions of curriculum such as planned learning experiences (Saylor, Alexander & Lewis, 1981) and organized learning outcomes (Posner & Rudnitsky, 2006)
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