Are Primary Teachers Literate or Not: A Study on Curriculum Literacy of Primary Teachers

Abstract

The aim of this research is to determine the curriculum literacy levels of classroom teachers. The study group of this research, which is based on a case study from qualitative research designs, consists of teachers working in primary schools in the 1st term of the 2020-2021 academic year in Diyarbakir. The teachers in the study group were selected by criterion sampling, one of the purposive sampling methods. In the data collection process of the research, semi-structured interview technique was used. In addition, the qualitative data obtained were analyzed with descriptive analysis methods. 
 As a result of this research, it was revealed that the classroom teachers did not directly access the curriculum designed by the MoNE, but indirectly followed the curriculum by downloading the annual plans from the web pages on the internet. In addition, interviews with teachers revealed that teachers could barely demonstrate the philosophy, values and competencies in the curriculum and were unaware of these parts. On the other hand, classroom teachers stated that they focused on basic skills (reading, writing and arithmetic), life skills (self-confidence, entrepreneurship, self-regulation, problem solving) and values education (love, respect, honesty, sharing, responsibility) in success. It is seen that while teachers mostly talk about the acquisitions related to basic skills, life skills and values education in the curriculum, they refer less to the acquisitions related to mathematics and engineering skills, which are widely used and vital in today's world. This result is teachers' 21st century. It has been shown that they care about the inclusion of skills, life skills and values education in the curriculum and they try to achieve the goals for these skills by the students.