Reflecti̇ve thinking and teaching methods skills as predictors of teacher's curriculum literacy competencies

There are several independent variables that affect the teachers' educational curriculum literacy theoretically and, according to some study results, as applied and statistical results and which are understood to be related. These variables include variables such as reflective thinking and learning strategies and methods from higher-order thinking skills. However, the level to which these variables affect each other and their disclosure rates, as well as the level of influence and disclosure rate of educational curriculum, are also data (concrete, statistical) and in the context of its theoretical basis, no studies have been reached that reveal concrete within the relational model as a whole. The general aim in this research is to examine the predictive level of the variables of reflective thinking and using teaching methods skills on curriculum literacy with a structural equation model and evaluate these variables descriptively. In this research, "general survey model" was used. The study group of the research consists of 400 teachers working at primary, secondary and high school levels affiliated to Sandıklı District Directorate of National Education in Afyonkarahisar in the second term of the 2022-2023 academic year. The data of the studies were obtained from the Curriculum Literacy Perception Scale, Reflective Thinking Levels Determination Scale and Ability to Use Teaching Methods and Techniques Scale. The data obtained between 1.04.2023 - 1.05.2023 were analyzed by using SPSS 27 and AMOS 24 package programs. The data related to the sub-objectives of the research, frequency, percentage, arithmetic mean, standard deviation techniques; the data related to the hypotheses were analyzed by EFA (Exploratory Factor Analysis), CFA (Confirmatory Factor Analysis), and structural equation model. Regarding the sub-objectives of the research, the following results were reached: in the first sub-objective of the study, the reflective thinking skill levels of the teachers were above average. About the second sub-objective, the skill level of teachers in using teaching methods was found to be above the average. The curriculum literacy of the teachers related to the third sub-objective was found to be at an adequate level above the average. Regarding the hypotheses of the study, the first hypothesis, reflective thinking skill, had a significant above-average effect on the ability to use teaching methods; the second hypothesis is that reflective thinking had a significant effect on curriculum literacy at a slightly lower than average level; and the third hypothesis, it was revealed that the ability to use teaching methods significantly affected and explained the curriculum literacy skills at an average level. In the last hypothesis of the study, it has been determined that reflective thinking skills along with teachers' ability to teach methods and techniques are important predictors of curriculum literacy skills. While offering suggestions for sharing the learning-teaching process experiences with colleagues and supporting each other's professional development regarding the ability to think about the results, on the other hand, the emergence of more emphasis on teaching methods and technologies, research-investigation teaching methods in place activities. In addition, it is seen that the program should separate the types of program evaluation depending on the literacy order and the application should be made. A summary of a qualitative study and a contribution to the field about the literacy of the program followed or similar to this study. In addition to these suggestions, knowledge, skills and obtainable related to other variables should be developed.