Revealing In-service Teachers’ Competencies: Curriculum Literacy

Teachers need to be fluent in reading and understanding the curricula as they are the main figure to implement it in classrooms. It is one of the crucial professional competencies to be literate of curriculum in terms of understanding the objectives and shaping the instruction through them. Also, the content to be taught and the different methods can be used to teach should be interpreted by teachers. In this study, aiming to reveal teachers' views on their self-efficacy in curriculum literacy, simultaneous triangulation design, a mixed research method in which qualitative and quantitative data are collected, was used. The participants were 57 teachers working at primary, middle and high schools, answered the “Curriculum Literacy Scale” and the survey prepared. In data analysis, descriptive statistics of the quantitative data were examined, and qualitative data were analyzed with content analysis. According to the findings, teachers' self-efficacy perceptions regarding curriculum literacy levels were found quite high. Comparing the scores from "reading" and "writing" dimensions, it was seen that teachers received high scores from both, but the scores from the reading dimension were higher. In addition, it was concluded that the quantitative and qualitative findings obtained in the research often did not overlap. Consequently, suggestions were made to strengthen teacher candidates and teachers for curriculum literacy.