How do Faculty Members Experience and Perceive Curricula Changes in Teacher Education?

The current study aimed to reveal faculty members’ perceptions on curriculum change in pre-service teacher education and the factors influencing their perceptions. From 13 different departments and 13 different Faculties of Education representing the seven geographical regions of Türkiye, 41 faculty members participated in the study. A semi-structured interview protocol was developed subsequent to expert opinion and piloting procedures, and utilized as the data collection tool. The interviews were transcribed verbatim and subjected to content analysis via MAXQDA 2022. The findings indicated the faculty members tended to demonstrate double-edged professional stance by either resisting or embracing curricula changes. The factors behind these differentiating perceptions emerged in the data as the characteristics including need, quality, clarity and complexity of curricula changes; contextual factors as physical infrastructure, human resources, and leadership at faculties; and external factors pointing out the Higher Education Council [HEC]’s approach to curricula changes and delegation of authority, which has been a recent decision assigning all the curricular work of pre-service teacher education programs to Faculties of Education in Türkiye. Therefore, these findings are believed to shed light on smoother curriculum change processes in teacher education along with the faculty members’ insights and critical reflections on their lived experiences.