Foreign Language Curriculum Literacy: Analysis of the Views of Teacher Candidates in Terms of the Needs of Teachers

Abstract

The curriculum functions as a pedagogical framework that provides guidance to educators in the facilitation of the educational process. The curriculum provides guidance to educators regarding the methods and degree to which desired learning objectives would be attained, as well as the specific learning artifacts that would be produced. Additionally, it furnishes details pertaining to the content, methodology, timing, and rationale behind pupils' learning outcome of knowledge. Curriculum literacy plays a crucial role in supporting educators in various aspects, such as designing and implementing new curriculums, as well as preparing for their execution. The objective of this study is to ascertain the necessary competencies for aspiring educators to enhance their comprehension and implementation of educational curricula, as well as to investigate the literacy requirements of potential teachers in educational curriculums. The research was structured as a case study. The convenience sampling approach was used for selecting participants. The researcher used a semi-structured interview form to gather comprehensive data for the study. According to the results of the study, the perspectives of prospective foreign language teachers indicate a heightened awareness of their own understanding, implementation, and adaptation of foreign language curriculums, hence highlighting opportunities for enhancing their skills in this field. Furthermore, the results derived from this study contribute to the enhanced awareness and expertise of prospective foreign language educators in the realm of curriculum literacy, hence enabling them to practice curriculum with greater efficacy.

Keywords

• curriculum literacy
• english as a foreign language teacher candidates
• foreign language curriculum literacy
• foreign language

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