Abstract:

Curriculum literacy, which is a concept that we encounter in the educational literature in recent years, is an important competence that teachers should have. Curriculum literacy includes basic information about the objectives, content, learning-teaching situations and assessment-evaluation, which are the components of curriculum, and the competence to apply this information. In this study, it was aimed to reveal the curriculum literacy levels of teachers' based on their perceptions. In addition, teachers' curriculum literacy levels has been examined in terms of some variables like gender, age, professional seniority, etc. In this research, descriptive survey model that reveals a current situation as it is is adopted. The data of the research were collected by “Curriculum Literacy Scale” developed by Bolat (2017). 303 teachers with different branches are the participants of the study. According to the findings of the study, it is understood that teachers' curriculum literacy levels are high. Curriculum literacy of teachers does not differ significantly according to gender and place of work. The levels of curriculum literacy of teachers differs significantly in terms of age, whether or not to participate in in-service training related to education programs, seniority, and the type of school studied. The results were evaluated in the context of the renewal and revision of the curriculum and education programs carried out by the Ministry of National Education in our country. In addition, various suggestions were presented in line with the results of the research.

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