An analysis of prospective teachers’ curriculum literacy levels in terms of reading and writing

Abstract

This research aims to explore prospective teachers’ curriculum literacy in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The research sample holds a total of the fourth-grade 383 prospective teachers who study at teacher training programs and who have been selected by simple random sampling method. This research has been collected through personal information form and curriculum literacy scale. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis. Research results have revealed that prospective teachers have a “high” level of views regarding curriculum literacy dimensions- reading and writing. No significant difference has been identified across reading and writing dimensions in terms of gender and department. A statistically significant difference has been determined across the dimension of reading in favour of those receiving the course; however, the dimension of writing is free from any significant difference. Based upon the research findings, various recommendations have been provided. Qualitative researches carried out in order to analyze prospective teachers’ curriculum literacy in dep th will contribute to the relevant literature. Comparative studies that explore teachers’ and prospective teachers’ curriculum literacy may be conducted.