Primary School Teachers' Views About Practice of New Turkish Primary Education Curriculum.

Ünsal, Halük

ABSTRACT: Teacher is the main factor at instruction of the new Turkish primary education curriculum. Teacher is the one who will understand the new primary education curriculum, practice it in the learning teaching process and assess the results. In this context, the aim of this study is to analyze the primary school teachers’ views about the new primary education curriculum which has been in practice since the 2005-2006 academic year. The participants of the study are 13 elementary school teachers who were selected randomly from two schools, selected by means of the convenience sampling method. Interview technique and semi-constructed interview forms are used. In the research, main and sub categories are determined. The main categories are arrangement, approaches, teacher, indoor/outdoor activities, learning environment, assessment, collaboration and evaluation of curriculum. The results of research about new curriculum show that the process of in-service training is short and inadequate and teachers faced many problems at first. Moreover, it was found that teaching materials are inadequate and although the diversity of practices used in process assessments is a positive quality, as those practices require too much stationery job and time and teachers are not equipped with the knowledge about the application of some scales of those practices, they cannot be used. Additionally, teachers stated that new primary education programs bring innovation and new approaches are positive. It is suggested that studies about the new elementary curriculum can be prepared with participation of teachers, students, tutors, directors and inspectors.

Key words: New Turkish primary education curriculum, primary education teachers, primary education teachers’ views, qualitative research

总结：1.本位的主要观点是确定小学教师对2005年和2006年实施的《新小学教学大纲（课程）的看法。新的教学项目的实践在课堂环境中是很重要的。教师实践的观点和经历来阐述实践新的教学计划的观点

2．新的小学教学计划影响教育系统完全,不仅带来了新的概念和实践也是问题。所有利益相关者面临一些技术并在实践过程中认知问题的新计划。它不是真正的期待开发一个教学计划具有宽尺寸影响教学过程是一个很短的时间工作

来源:：Elementary Education Online, 12(3), 635-658, 2013.