SUPPORTING PRIMARY SCHOOL TEACHERS’ CURRICULUM LITERACY THROUGH PROFESSIONAL DEVELOPMENT

Okan Baysal, Alper Başbay

Abstract


This study designed, implemented, and evaluated a needs-informed professional development programme to support primary school teachers’ curriculum literacy in Türkiye. A mixed-methods quasi-experimental design was employed. The quantitative component included 50 teachers in the experimental group and 62 teachers in the control group, with curriculum literacy perceptions and achievement measured at pre-test, post-test, and 16-week retention. The Curriculum Literacy Professional Development Programme (CLPDP) was implemented over four weeks in 10 sessions totalling 30 hours, combining 20 hours of synchronous online instruction with 10 hours of face-to-face practice. Post-intervention interviews were conducted with 10 participants, and a researcher diary provided supplementary qualitative data. Mixed-design ANOVA showed significant Group × Time interactions for both curriculum literacy perceptions and achievement. The experimental group improved from pre-test to post-test and maintained these gains at the 16-week retention measurement, whereas corresponding changes in the control group were not significant. Qualitative findings indicated greater awareness of the relationship between educational philosophy and curriculum, curriculum analysis and adaptation, and the value of linking theoretical input with collaborative practice. Overall, the findings suggest that needs-informed, blended professional development can support teachers’ curriculum literacy knowledge, perceptions, and engagement with curriculum-related practices.

Keywords


curriculum literacy, curriculum knowledge, curriculum development, curriculum, professional development

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i10.7045

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