Pre-service Teachers’ Beliefs about Curriculum Orientations

AbstractCurriculum orientations are beliefs about what a school curriculum should achieve and how teaching, learning and assessment should occur (be carried out). This study aims at measuring teacher beliefs about five curriculum orientations (academic, cognitive process, social reconstruction, humanistic, and technological) in terms of different variables. The study was carried out (conducted) with 805 pre-service teachers from different departments at one Faculty of Education in the North West of Turkey. Data were collected through Curriculum Orientation Inventory; one independent sample T-test, one-way multivariate analysis of variance and Pearson correlation coefficient analysis were conducted. The results showed that humanistic orientation ranked highest and social reconstruction ranked lowest considering all the participants in the study. Considering all curriculum orientations, students in pre- school teaching education scored significantly higher than all the other departments. Among the curriculum orientations, highest correlation was found between “technological” and “humanistic” curriculum orientation