Education Supervisors' Views on the New Curriculum and Its Implementation in Primary Schools

ŞAHİN, Semiha

Abstract: Problem Statement: The literature has analyzed the new curriculum from different perspectives, and both the positive and negative sides have been taken into account. In this context, education supervisors' views of the curriculum have been a topic of curiosity. It is expected that the analysis on of the primary schools curriculum from the angle of this research will make a great contribution.

Purpose of Study: The purpose of this research is to examine the curriculum in primary schools, instructional methods and techniques, instructional evaluation, extracurricular activities and the education of first literacy according to the views of the education supervisors.

Methods: Research data was obtained using a qualitative research method. Open-ended questions were answered by education supervisors. The study's population was composed of education supervisors and the sample was composed of 50 supervisors. The research participants were chosen via purposive sampling and taken from different religions and cities to strengthen the representativeness of the sample. In addition, maximum variety sampling was used to ease the research. Data were interpreted and evaluated with content analysis. The item agreement percentage of the scale was 0.88.

Findings and Results: According to the research results, the majority of supervisors said teachers are deficient in applying the curriculum. The teachers do not know how to use instructional technologies and methods and that they do not use them even if they know how to use them. Other important problems are that the physical problems at schools and the inadequacy of technology and materials are other problems that need attention. Other problems with the programme are the teaching programme is too detailed, supervisors said the exam can not test all the skills, most supervisors think the time allocated for socio-cultural activities is not enough, the first grade students who did not attend the nursery school found it difficult to adapt the elementary school and the handwriting system because generally teachers tend to start basic skills as soon as possible, such as maths, reading, etc.

Conclusions and Recommendations: The teaching curriculum except for its being too comprehensive was evaluated more positively by supervisors. The curriculum's philosophy has not brought crucial criticism. However, the implementation and teacher efficacy were evaluated more negatively by the supervisors. In this sense, it is necessary to discuss the problems extensively, make up for the deficiencies and make the necessary changes.

Keywords: Primary school, new teaching curriculum, education supervisor, first literacy.

总结：问题陈述：本文从积极和消极的两面分析新课程。在此背景下，教育督导员的意见已成为一个好奇的话题。据预计，从本研究的角度分析小学课程有巨大的贡献。

       研究目的：本研究的目的是研究在小学，教学方法和技巧，教学评价，课外活动和第一个识字的根本教育督导意见的教育课程。

       方法：数据研究使用质性研究方法获得。开放式问题是由教育主管回答。这项研究的人口组成的教育督导和样品由50个督导组成。这项研究的参与者是通过立意抽样选取，并从不同的宗教和城市加强对样本的代表性措施。此外，最大的不同采样来缓解的研究。数据进行解释和与内容分析评估。规模的项目协议的比例为0.88。

       发现和结果：根据研究结果显示，多数主管说教育是缺乏应用的课程。老师不知道如何使用教学技术和方法，他们不会使用这些，即使他们知道如何使用。其他重要的问题是，学校的物质条件问题，技术和材料的不足之处是需要注意的其它问题。还有的问题是教学计划太详细，督导表示，考试无法测试所有的技能，最后上司认为分配给社会文化活动的时间是不够的，一年级的学生谁没有参加幼儿园发现很难适应小学和手写系统，因为一般教师往往从基本技能开始教学，如数学，阅读等。

       结论与建议：教学课程除了要求太全面，主管给出了积极评价。该课程的理念并没有带来至关重要的批评。然而，实施和教师效率是由上司的评价给出的，这样产生更加消极结果。在这个意义上说，有必要讨论的问题更加广泛，弥补不足之处，并进行必要的更改。

来源:Eurasian Journal of Educational Research (EJER). Fall2013, Issue 53, p1-20. 20p. 5 Charts.