Abstract:

The purpose of this research is to reveal how teachers perceive the changes in the curriculum, the causes of the curriculum change and the reflections on education. In this study, carried out with the karma research model, the "explaining pattern" was used. The sample of the study was formed by 449 teachers who worked in the 2017-2018 educational year in the primary and secondary schools in Kahramanmaraş, while the work group related to the quality size was formed by 11 teachers selected according to the measurement sample method from the sample of the study. In the study, the data was collected with the Program Change Detection Scale (PDAÖ) developed by the researchers and a semi-configured interview form. The research also took advantage of the SPSS 21 package content analysis in the analysis of qualitative data. The result of this study is that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable" and that the teachers' perceptions of the program change are in the form of "unreliable". The change in the curriculum has come to the conclusion that the political causes, the deficiencies arising from the previous programs, the efforts to adapt to the change and to improve the education system are effective. In the implementation of the curriculum change the elements that the teacher should pay attention to are factors such as acting in accordance with the guidelines, diversifying the teaching methods and techniques while the elements that the managers should pay attention to are in the form of making a change plan and implementation, preparing material in accordance with the changes, ensuring cooperation.

Abstract:

This research aims to explore how the changes made in the curricula are perceived by teachers, the reasons for the changes and their reflections on education. This study utilized “explanatory design” one of the mixed research models. The research sample held a total of 449 teachers working at primary, secondary and high schools located within the province of Kahramanmaraş during the 2017-2018 academic year. For the qualitative phase of the study, the working group of the study consisted of 11 teachers who were selected bythe criterion sampling method. The study employed Curriculum Change Perception Scale (CCPS) which was developed by the researchers and semi-structured interview form. The quantitative research data was analyzed through the use of SPSS 21.0 package program, while content analysis for the qualitative data analysis. Research findings revealed that teachers’ perceptions towards the changes in the curriculum are at the level of ”Not sure”, and that no significant difference was identified across teachers’ perceptions towards the curriculum changes in terms of gender, teaching level and educational status, yet a statistically significant difference was found across seniority.The research also suggested the reasons for the changes in the curriculum as political reasons, the shortcomings arising from the previous curricula, adapting to the change and improving the education system. The considerations that should be paid attention in the implementation of the changes in the curriculum were determined as acting in accordance with the instructions and diversifying the teaching methods and techniques; whereas those by administrators were identified as preparing and implementing the changing plan, preparing material in accordance with the change and ensuring cooperation.

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