The investigation of relationship between primary school teachers's education curriculum literacy levels and teaching and learning approaches

In this study, it was aimed to examine the curriculum literacy levels of classroom teachers and their understanding of learning and teaching according to different variables and to determine the relationship between the two variables.. This study was conducted using quantitative research methods and techniques. Within the scope of the research, the relational survey method, one of the descriptive survey models, was used. The group of this research consists of primary school teachers working in official primary schools in the city center of Muş in the 2020-2021 academic year, and the sample of the research consists of 281 primary school teachers selected from the group by using the easily accessible case sampling method. As a data collection tool in this study; The "Educational Program Literacy Scale" developed by Bolat (2017) and the "Teaching and Learning Concepts Scale" developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011) were used. In the analysis of the data, descriptive statistics, independent groups ttest, one-way analysis of variance (ANOVA) and Pearson Correlation analysis were applied. In the study, it was concluded that primary school teachers' curriculum literacy is at a high level in terms of reading and writing. The literacy levels of the teachers in the education program do not differ according to the variables of education level, teaching -VIIIlevel and seniority. The educational program literacy levels of the participants differed significantly across the scale according to the gender variable, and in all dimensions according to the frequency of examining the curriculum. Accordingly, female teachers' educational program literacy levels are higher than male teachers. In addition, it was concluded in the study that classroom teachers' understanding of learning and teaching was at a high level in the constructivist dimension, and at a moderate level in the scale and in the traditional dimension. Teachers' understanding of learning and teaching does not differ according to the variables of education level and the frequency of examining the curriculum. However, they differed significantly in the constructivist dimension according to the gender and teaching level variables, in the scale-wide and traditional dimension according to the seniority variable. According to this; for the average score of teachers' understanding of learning and teaching; The average score of teachers with a seniority of 21 years and above is higher than the teachers in other seniority groups. It has been determined that there is a significant, positive and moderate relationship between primary school teachers' curriculum literacy levels and the constructivism dimension of their understanding of learning and teaching. In the perspective of these reached results in the research, suggestions for practice and researchers are presented.