Teacher views on the implementation of trends in the Turkish Century Education Model primary school curriculum

Teacher Views on the Implementation of Trends in the Turkish Century Education Model Primary School Curriculum Aim: This research evaluated teacher views on the implementation of trends included in the Turkish Century Education Model primary school curriculum in the learning and teaching process. Material and Method: Teacher views on the implementation of trends included in the Turkish Century Education Model primary school curriculum were evaluated according to the triangulation design of the mixed-methods research method. The population of the research consists of classroom teachers working in the Mediterranean Region. The sample consists of 500 classroom teachers determined by stratified cluster sampling. Quantitative data of the research were obtained with the "Teacher Perception Scale Regarding the Implementation of Trends" developed by the researcher; qualitative data were obtained through the "Teacher Interview Form Regarding the Implementation of Trends" created by the researcher. Results: The quantitative findings of the research are as follows; Teacher perceptions regarding the acquisition of self-tendency, social tendencies, and intellectual tendencies in students were found to be higher in favor of teachers who received in-service training. Teacher perceptions regarding self-tendency were higher in favor of male teachers, but lower in favor of teachers with 11-20 years of service. Fourth-grade teachers had higher perceptions regarding the acquisition of social tendencies compared to third-grade teachers. Qualitative findings indicated that teachers found the program strong in supporting these tendencies; however, they noted excessive paperwork, inadequate school infrastructure, and the need to develop alternative assessment techniques that could provide an advantage in measuring and evaluating these tendencies. Furthermore, it was found that textbooks should be revised to support these tendencies, families should support these tendencies, teachers should receive quality in-service training, and a new centralized examination system should be developed. Conclusion: It was concluded that teacher perceptions regarding the acquisition of tendencies were generally at a similar level; however, some structural problems need to be solved in order to achieve these tendencies and improve the effectiveness of the program. Keywords: Trends, Turkish Century Education Model Primary School Curricula, Primary School Teachers, Teacher Opinions