Examination of the Curriculum Knowledge Levels of Pre-Service Teachers in Terms of Different Variables

Abstract

The teaching profession is an area of expertise that combines many professional and academic competences. While all of these competences are important for the quality of learning-teaching processes, the curriculum and content knowledge that teachers are expected to have is one of the main characteristics that are directly determinative in achieving the learning objectives. The aim of this study was to examine the pre-service teachers' knowledge of curriculum in terms of different variables. The study group of the study, which was conducted according to the descriptive research model, consisted of 237 students in the 4th grade of the faculty in 2018-2019 academic year. In the study, the pre-service teachers' general curriculum knowledge, the average points they received from curriculum development questions and the average points they received only from the questions related to the curriculum in their field of study were handled. As a result of the findings, it was seen that pre-service teachers' curriculum knowledge their field showed a significant difference in favor of female teacher candidates. Also, it was observed that the average of all three points of pre-service teachers differed significantly according to their branches and general curriculum knowledge differed significantly according to their branches.