Abstract:

Abstract 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. The semi-structured interview technique was used in the data collection process of the research. In addition, the qualitative data obtained were analyzed with descriptive analysis methods. As a result of the analysis, it was revealed that the primary 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 they could barely demonstrate the philosophy, values, and competencies in the curriculum and were not aware of these parts. On the other hand, primary 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, and 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 of related mathematics and engineering skills, which are widely used and vital in today's world. This result showed 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.

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