Abstract:

The purpose of the study designed with the concurrent transformative design of the mixed method is to evaluate the 2017 secondary school ITS course curriculum based on the Provus’ Discrepancy model approach. The participants consists of 39 ITS teachers who have worked in 2018-2019 academic year in public secondary schools in central districts of Eski?ehir. The quantitative data were collected with "2017 ITS Curriculum Evaluation Teacher Scale", while the qualitative data were collected through a semi-structured interview form. Findings reveal that teachers’ opinions about the curriculum in general and input, process and product stages are generally positive. The least positively mentioned opinions about the input stage are that the course materials were up-to-date and the learning activities are suitable for students with different learning styles. Teachers state that the most difference between the standards and the performance regarding process stage is the time allocated to the teaching of all units, while in the product stage, the most negatively mentioned opinions are about the competencies identified in the framework of the Turkish National Qualifications. The most positive opinions regarding input stage are that the curriculum's acquisitions are related to the subject area, in accordance with class level and clear and comprehensible; process stage is that the methods and techniques ensure the active participation of students; and product stage is t

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