Özet:

The purpose of this study was to analyse studies conducted on the subject of hidden curriculum in Turkey up to the present. The research method was structured in two stages. In the first stage, the tendencies in the studies were determined with descriptive content analysis, and in the second stage, the findings of the empirical studies were synthesised via reinterpretation with meta-synthesis. In order for a study to be included into the research, following criteria were applied: (1) It has to be related directly to hidden curriculum (2) The methodology has to be clearly stated. (3) It has to be an article published in a scientific refereed journal or an academic thesis. (4) The research sample has to be within Turkey. Review was conducted with the keywords “örtük program (hidden program)”, “örtük müfredat (hidden curriculum)”, “gizli program (secret program)”, “gizli müfredat (secret curriculum)” and “hidden curriculum” on the TR Indexing, DergiPark, Google Scholar and Council of Higher Education Thesis Centre databases, a total of 77 studies, including 52 articles and 25 theses, were included in the study. The results obtained in consequence of the analysis can be summarised as follows: The concept of hidden curriculum was started to be studied on considerably late in Turkey, in comparison with abroad. As proper for the nature of hidden curriculum itself, in most of the studies qualitative method was used. These studies mainly conducted with individuals as their sample, and were conducted at primary and undergraduate levels at most. As a consequence of the thematic content analysis applied to the results of the studies, 14 categories were elicited from a large number of codes, and thereafter, the themes of teacher, student, school, and official curriculum, which are the four basic elements of education system, were attained. Each of the themes and its categories were discussed in itself, and suggestions were made for both educators and researchers.

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