Türkiye'de program geliştirme çalışmaları: Kritik dönemler ve sorunlar

The aim of this study was to explore curriculum development practices in Turkey through experiences and perceptions of prominent curriculum academics who were involved in curriculum studies during the Republican Period. These experiences are invaluable as they shed light on the history of curriculum development studies in Turkey as well as providing future prospects for the field. Phenomenological design was utilized in order to explore curriculum development concept with an in-depth analysis. Data consisted of both primary education curriculum documents and online semi-structured interviews. The interviews and the curriculum documents were analyzed through content analysis. The results suggested that Turkey has issues in the curriculum development field in relation to the program development process such as competency and transparency. The findings revealed lack of a program development model, centralized program development, teacher inclusion, isolated reforms, and the gap between the programs and the real life as the issues and problems in program development process in Turkish Education in the Republican Period. Moreover, fluctuations in the history of program theory, effects of political and socio-economic factors were expressed as other issues.