The relationship between the teachers' level of curriculum literacy and teaching approaches

It can be said that one of the most important variables in the implementation of the curriculum within the framework of the designed understanding is the teachers. Because teachers are the implementers of the program. The correct understanding and interpretation of the curriculum by the teachers and the implementation of the approach in the curriculum design are related to the curriculum literacy of the teachers. Curriculum literacy of teachers has the potential to contribute to both their correct understanding of the curriculum and their implementation, and therefore to exhibit a teaching approach in accordance with the teaching-learning approach on which the curriculum is based. From this perspective, the relationship between teachers' curriculum literacy and teaching approaches and whether these variables differ in terms of some demographic factors were examined. Within the framework of the purpose of the research, the study was designed as predictive correlational and causal comparison research. The study was carried out with 287 teachers working in secondary schools in Balikesir province. The Curriculum Literacy scale consisting of Knowledge, Planning and Implementation dimensions was used to determine the curriculum literacy levels of the teachers. In determining the teaching approaches of the teachers, the Teaching Approach Scale, which includes the Teacher and Student Centered dimensions, was used. Independent Groups t-Test, ANOVA, Correlation and Path analysis were applied. Analyzes were made with SPSS 24.0 and Lisrel 8.5 package programs. A confidence level of 0.05 was taken into account for significance. The results showed that the curriculum literacy levels of the teachers were high in each sub-dimension, did not differ in terms of gender and professional seniority, but a significant difference was determined in favor of those teaching in the field of hard science. In the analysis of teaching approaches, it was determined that both student-centered and teacher-centered approach scores were high. It has been determined that female teachers adopted the teacher-centered approach more and that as the professional seniority of the teachers decreases, they adopt a more student-centered approach. Teachers teaching in the hard science adopted a more student-centered approach, while those teaching in the soft science adopted a more student-centered approach. A positive moderate correlation was determined between curriculum literacy and teaching approaches. All three dimensions of curriculum literacy are predictive in both student and teacher-centered teaching approaches of teachers but the implementation is more predictive.