2018 Turkish Republic of revolution history course teacher's views on curriculum (Example of Yozgat province)

Today, Education has an important place in the development of the countries. In order to increase the benefit in education, effective planning and programs need to be constantly updated in the face of changing conditions. Program development is one of the most basic conditions of planned education. Education policies of a country are being implemented through educational programs. In this research, Teachers' views on the currıculum of the Turkısh Republıc Revolutıon course whıch was updated in 2017 were investigated. The main purpose of the study is to reveal the target,content,educational status and teacher opinions of the revised program. The survey model was used from quantitative research methods. In the academic year 2018-2019, which was the first year of the program to be implemented, 173 social studies teachers working in Yozgat province Center and districts were applied as "teacher feedback scale for the teaching program"which consists of 28 questions. The research was conducted in early May. The results of the study were analyzed using SPSS 25.0 package program. Statistical analysis was performed using T-test and one-way variance analysis. As a result of the research, according to teachers ' opinions, the suitability of the target item for the criteria is high level; content, educational status, and the suitability of the measurement and evaluation item for the criteria are at moderate levels. When Social studies teachers ' education program objectives,content,educational status,measurement and evaluation departments of the average of points and the relationship between variables are examined; a significant difference in the average of the scores given in the measurement and evaluation section according to gender and the placement unit of the school where the job is located it was observed that there was a significant difference between the scores of teachers who thought that there was a difference in the physical environment and facilities of the schools in the average of the points given to the target. There was no significant difference in terms of age groups,educational status,vocational seniority and program awareness variables. Deficiencies in the target,content,educational status,measurement and evaluation elements of the curriculum have been determined.