Teachers' views and experiences on middle school English language teaching curriculum according to Posner's curriculum types

This study was conducted to investigate the middle school English language teaching curriculum based on English teachers' views and experiences according to five concurrent curricula defined by Posner. Employing phenomenological research design, the study was conducted with 9 middle school English teachers in 2020-2021 academic year in Kırşehir. The study group was determined by criterion sampling method and the data obtained through the semi-structured interview form were analyzed by descriptive analysis. As a result of data analysis, 6 major themes were determined. The findings indicated that few teachers did not examine the curriculum while others did once, they had both positive and negative views about the official curriculum; English teachers did not apply the curriculum exactly in terms of language skills, teaching-learning and assessment process, they used the mother tongue more intensively and experienced difficulties in terms of lesson hours, lack of materials and the low level of students' readiness; there are dimensions neglected in respect to null curriculum, speaking and writing skills were not practiced and measured, authentic materials and alternative assessment tools were not used; teachers gave both positive and negative messages, but also faced obstacles to the delivery of hidden curriculum messages; teachers included limited extra-curriculum activities; there were both positive and negative views about the applicability of the official curriculum during distance education and this process caused differences. It is expected that the results obtained in the light of these findings will contribute to the improvement of the curriculum and making them more applicable.