Investigation of education program literacy levels of social studies teachers

In this study, it is aimed to examine the literacy levels of social studies teachers according to different variables. The research was conducted according to the converging parallel pattern of the mixed method, in which quantitative and qualitative methods were used together. The universe of the study consists of social studies teachers working in official secondary schools in Muş in the 2021-2022 academic year. The quantitative sample of the study consists of 148 social studies teachers selected by easily accessible sampling method and the qualitative sample consists of 17 social studies teachers selected by easily accessible sampling method. As a means of data collection; The "Education Program Literacy Scale" developed by Bolat (2017) and the semi-structured "Open-Ended Interview Form" developed by the researcher were used. In the analysis of quantitative data, descriptive statistics, independent groups t-test, one-way analysis of variance (ANOVA) and Bonferroni test were used, while qualitative data were used in the content analysis technique. According to the quantitative results obtained in the research, it was determined that the literacy levels of social studies teachers in the education program were "high" in the scale and sub-dimensions. According to the gender and seniority variables of social studies teachers, it was seen that there was no significant difference in the literacy levels of the education program in the whole and sub-dimensions of the scale. The literacy levels of the educational program of social studies teachers made a significant difference in the whole scale and sub-dimensions according to the education status variable. Accordingly, the literacy levels of the education program are higher than the graduate teachers of the graduate teachers. The literacy levels of the education program of social studies teachers showed a significant difference in the whole scale and sub-dimensions according to the frequency variable of the program examination. According to the qualitative results of the research, social studies teachers stated that their knowledge and skills related to educational program literacy were generally at a sufficient level. Social studies teachers can improve the literacy of the training program; They defined it as understanding the program, applying it, mastering the program, having the knowledge and skills of the program elements. It is stated that teachers who are program literate should be aware of the elements of the program, have high communication skills, researcher, adaptability to the program and have the ability to manage the process. Teachers are responsible for ensuring that educational program literacy; They stated that it increased the quality of teaching, gained competence in the dimensions of understanding the goal, content selection and evaluation, and contributed to their professional development and material production. In addition, they offered suggestions for the development of literacy skills in the training program by providing qualified undergraduate education and in-service trainings. Key Words: Training Program, Curriculum Literacy, Social Studies.