Türkiye Yüzyılı Maarif Modeli DKAB Öğretim Programlarının Öğretmen Görüşlerine Göre Değerlendirilmesi
The Evaluation of Türkiye Century Education Model RCMK Coursing Programs According to Teachers' Opinions

Summary/Abstract: Curricula covering educational activities are dynamic and undergo a continuous development process in line with contemporary advancements and needs. With this understanding, in our country, all course curricula have been revised and gradually implemented under the vision of the Türkiye Century Education Model (TCEM). While systematic, scientific, and coordinated development of curricula is important, it is also necessary to evaluate the programs based on the views of the teachers, who are the implementers of them, and to identify and correct their deficiencies and shortcomings aspects. In this context, the study was conducted to determine and evaluate teachers' views and experiences regarding the TCEM Religious Culture and Moral Knowledge (RCMK) course curricula. The research is expected to contribute to identifying potential problems, deficiencies, and needs related to the TCEM RCMK curricula and to updating the programs scientifically. The study was designed according to the case study pattern, a qualitative method. The research group, selected through stratified purposive sampling, consists of 18 RCMK teachers working in 9 different provinces in 7 regions of Turkey, 9 in middle schools and 9 in high schools. In the study, a semi-structured interview form was developed for data collection, and questions were directed to participants through the form. Content analysis was performed on the data obtained from the interviews and four themes were reached by considering the programme elements. These themes were identified as goal, content, learning-teaching process and assessment and evaluation. As a result, it has been determined that teachers have a positive perception of the TCEM RCMK curricula, but they face various issues related to programme dimensions during the implementation process.

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