PROGRAM OKURYAZARLIĞI OLGUSUNUN ÖĞRETMEN EĞİTİMCİLERİ BAKIŞ AÇISIYLA İNCELENMESİ

Abstract

The aim of this research is to reveal how the teacher educators, who are faculty members in the field of Curriculum and Instruction, define and interpret the curriculum literacy phenomenon and to reveal their views on curriculum literacy competencies of teachers. Phenomenology, one of the qualitative research methods, was used as research method. The participant group of the research consisted of thirteen teacher educators who were determined by convenient sampling method and working in the field of Curriculum and Instruction departments at seven different universities. The data were collected by in-depth interview technique. A semi-structured interview form prepared by researchers was used as data collection tool. Content analysis method was used to analyze the qualitative data obtained from the interviews. In the data analysis process, the codes were identified first, then the codes were collected under certain categories and finally the themes were identified. According to the results of the research, the data were collected under four themes: definition of curriculum literacy, components of curriculum literacy, indicators of curriculum literacy and reasons of teachers' curriculum literacy incompetency. According to the research results, definition of curriculum literacy could be examined under four categories: knowing the curriculum, understanding the curriculum, implementing the curriculum and analyzing the curriculum. Objective, content, learning experiences, evaluation, reading/writing, field competence could be thought as components of curriculum literacy. Curriculum literacy indicators could be grouped under the categories of knowing the curriculum, understanding the curriculum, implementing the curriculum, analyzing the curriculum and professional development. Finally, teacher-related, teacher-training and management-related reasons could be listed as reasons for teachers' curriculum literacy incompetency.