Abstract:

Education systems need to be updated and changed depending on the reasons such as the development of technology and easier access to information. Due to the change and update of the education systems, the curriculums that guide the education also change. Teachers who are the implementer of the curriculums are directly affected by the changes in curriculums. This research, which aims to evaluate the views of the classroom teachers on the change in curricula, was planned as a phenomenological research, one of the qualitative research methods. The research group consists of 21 classroom teachers working in primary schools in Samsun. The interview form prepared by the researcher was used to collect the research data. The obtained data were made meaningful by using content analysis technique. NVivo package program was used to model the findings obtained from the analysis. According to the findings, curriculums should meet the needs of the individual and the society. While making curriculum changes based on scientific and technological developments, cultural and national values are expected to be taken into account. It is understood that teachers are not sufficiently involved in the curriculum change process and the changes in curriculum are not considered positive enough. It is believed that the reasons for curriculum changes are based on the views of the MEB staff and the time interval of the changes are frequent. It is also understood that the changes are not suitable for meeting the human qualities needed by the country.

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