Abstract:

This study, which aims to analyse the perceptions of primary school administrators and primary school teachers towards curriculum literacy skills, was conducted in a survey model. In the research conducted on 163 administrators working in primary schools in Diyarbakır, Şırnak and Şanlıurfa provinces, the data collected with the “Administrator Perception Scale” and analysed with descriptive statistical techniques. The results obtained in the analyses summarized below. According to primary school administrators who participated in the study, primary school teachers' ability to apply the curriculum are higher than their knowledge of the curriculum. Accordingly, primary school teachers have the competence to apply at high level the teaching curricula they know at medium level. These competencies, which do not reflect the balance between theoretical and practical dimensions, in the curriculum literacy skill of primary school teachers, is a contradictory situation. This contradictory situation discussed in the research within the framework of the balance between theory and practice with knowledge and application. In these discussions, it was pointed out that primary school teachers applied these curricula as neglected curricula and extra curriculum without considering some theoretical predictions of existing (official) curricula. The practices of primary school teachers in the form of a neglected curriculum, partially independent of the official curriculum theory, described as random and unconscious motion. It is predicted that this will lead to a difference between the planned (theory) and the applied (practice) in the teaching process. It stated that this difference also carries the risk of hindering the macro goals of TES (Turkish Education System) with the micro gains of the schools. Finally, in this study, the importance of teachers' curriculum literacy to be sufficient in both theoretical and practical dimensions was emphasized in terms of the integrity and goal of formal education in schools and achieving the macro goals of TES.

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