Mesleki ve Teknik Eğitimde Program Geliştirme ve Eğitim Programına İlişkin Öğretmenler Görüşleri
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The aim of the present study was to investigate the teachers’ opinions about the theoretical and practical aspects of curriculum and curriculum development process in vocational and technical education. Employing phenomenological research design, the study conducted with totally 19 teachers who took part in the Curriculum Development Commissions in the years between 2012-2016 as well as working at the public vocational-technical high schools located in Ankara. The participants were selected through criterion and maximum variation sampling strategies. The data gathered via the semi-structured interview schedule, were analyzed through content analysis. The findings revealed that the teachers defined curriculum development as the efforts to revise or renew curriculum that progress systematically and gradually to serve the needs of the era, society, sector and requires a cooperative group work of the stakeholders. The study also showed the teachers were aware of the theoretical and practical issues of curriculum development. According to the results, the teachers defined curriculum as a guideline for educational and instructional activities. Although they revealed some awareness about the curriculum, some of them have inadequate theoretical knowledge. The findings revealed that the vocational and technical education teachers defined curriculum as a guideline for educational and instructional activities. Although they revealed some awareness about the theoretical and practical issues of curriculum, some of them have inadequate knowledge about the aspects of curriculum. In conclusion, the in-depth and comprehensive findings of the study can contribute to the efforts for improving the vocational and technical education in terms of curriculum development process.