TRAINEE TEACHERS’ VIEWS ON THE CAUSES OF THE MODIFICATIONS IN THE LIFE STUDY CURRICULUM
The curriculum of the life study class, which was included in the 1926 curriculum for the first time (with the same title) and has become an indispensable part of curricula since then, has been modified once more by the Board of Education of the Ministry of National Education, effective as of 2016....
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
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Fırat University
2019
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| Acceso en línea: | https://doaj.org/article/a17427a1bf124380af13d6f08e62b552 |
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| Sumario: | The curriculum of the life study class, which was included in the 1926 curriculum for the first time (with the same title) and has become an indispensable part of curricula since then, has been modified once more by the Board of Education of the Ministry of National Education, effective as of 2016. The last life study curriculum (of 2005), which was promoted as a radical reform and developed in a constructive manner, is facing another critical modification after 11 years. Currently, the last steps are being taken to alter the life study curriculum, which has undergone several modifications over the past 90 years. The causes of the modifications are noteworthy, about which laypeople and education professionals have not been adequately informed. This study describes and evaluates the views of trainee teachers who are trained in the education faculty of a state university to become primary school teachers concerning the need to alter the curriculum of the life study class. In the present study, a semi-structured interview was used to collect data from 70 trainee teachers. In this qualitative study, 53% and 47% of the participants answered “no” and “yes”, respectively, to the question “Is it necessary to modify the life study curriculum?”. In reply to the question “What are the causes of the modifications in the life study curriculum?”, the participants listed 350 possible causes which can be classified into 28 categories. As far as the participants were concerned, 5 most important causes of the modification were found to be “to keep up with scientific, technological, economic and industrial developments”, “to adapt to the changes caused by the 4+4+4 system”, “the failure to duly implement the constructive approach”, “incompetency of the 2005 curriculum” and “political influences”. The participants listed 210 outcomes in 31 different outcome types in response to the question “What outcomes must surely be included in the new curriculum?”. The study revealed that the most necessary outcomes as stated by the participants were “outcomes related to the use (intended use and duration of use, etc.) of technological devices such as mobile phones, tablets, computers”, “outcomes concerning the unity of and solidarity in the homeland”, and “outcomes related to Atatürk and the values of the republic”. |
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