Exploring curriculum literacy skills: An in-depth analysis through explanatory sequential design

Abstract

The aim of this research is to determine the effect of curriculum literacy levels of primary school English teachers on the official and functional curriculum practices. In line with this purpose, an explanatory sequential design was used and qualitative data supplemented quantitative insights. The study was carried out in various primary schools on the European Side of Istanbul in the second semester of the 2021-2022 academic year. The participants of the study consisted of 98 English teachers for the quantitative part. For the qualitative part, six teachers were selected by the maximum variation sampling method. The quantitative data of the study were collected with the Curriculum Literacy Scale. Standard deviation, mean and independent groups t-test were used in the analysis of quantitative data. Qualitative data were analysed using the descriptive analysis method through the In-Class Program Compatibility Observation Form. In the analysis of the data, a classification was made for the cognitive process and the knowledge dimensions of Bloom's revised taxonomy for the objectives. In the teaching process and evaluation elements, a comparison was made with the relevant items of the primary school English curriculum. Quantitative results show notably high curriculum literacy levels among primary school English teachers, particularly in reading. Qualitative findings reveal that highly curriculum-literate teachers are better aligned with the official curriculum, while lower literacy levels yield greater compatibility in learning experiences. The study concludes that higher curriculum literacy corresponds to better curriculum alignment among teachers.