THE PREDICTIVE POWER OF THE CURRICULUM LITERACY LEVELS OF PRE-SERVICE TEACHERS UPON THEIR COMPETENCIES IN LESSON PLANNING

Abstract

The objective of the study is to determine pre-service teachers’ curriculum literacy levels and competences in lesson planning, thereby determining the relation between the two variables. The research model was designed as quantitative one and general screening model was employed. A total of 1051 students enrolled in the Classroom Education, Preschool Education, Science Education and Social Studies Education Departments of Pamukkale University and Akdeniz University in the 2018-2019 academic year participated in the study. In the study, “The Curriculum Literacy Scale” developed by Bolat (2017) and “The Competency Scale for Lesson Planning “developed by Author (2019) were utilized. Findings revealed that the variables identified in the study had significant effects on pre-service teachers’ curriculum literacy levels and competencies in lesson planning. In addition to that, the mean of items measuring pre-service teachers’ levels of curriculum literacy and competencies in lesson planning were examined and levels of “frequency” and “agree” were determined. Ultimately, correlation analysis was performed between the two dependent variables and positive relationships were identified at high levels. The predictive power of the curriculum literacy levels of pre-service teachers upon their competencies in lesson planning was also analyzed. The two variables together explain 23% of the variance in pre-service teachers’ competencies in lesson planning.