Bağçivan E., Kahraman H., Doğan S.
Kastamonu Eğitim Dergisi, cilt.33, sa.4, ss.855-872, 2025 (Hakemli Dergi)
-
Yayın Türü:
Makale / Tam Makale
-
Cilt numarası:
33
Sayı:
4
-
Basım Tarihi:
2025
-
Doi Numarası:
10.24106/kefdergi.1797580
-
Dergi Adı:
Kastamonu Eğitim Dergisi
-
Derginin Tarandığı İndeksler:
TR DİZİN (ULAKBİM)
-
Sayfa Sayıları:
ss.855-872
-
Sivas Cumhuriyet Üniversitesi Adresli:
Evet
Özet
This study aims to evaluate the Century of Türkiye Education Model (CTEM) from the perspectives of teachers in terms of the individual, social, economic, and political functions of education. The research employed a qualitative design based on the phenomenological approach. Data were collected through semi-structured interviews with 50 teachers from various subject areas working in public schools in Sivas where CTEM is being implemented. Additionally, the official CTEM Core Text published by the Ministry of National Education was analyzed using document analysis. The data were examined through MAXQDA software and subjected to descriptive and content analysis. Findings reveal that CTEM strongly reflects the individual and social functions of education, while certain deficiencies remain in the practical implementation of its economic and political functions. Teachers reported that CTEM contributes positively to individual development, value transmission, and social integration, but emphasized the need for more concrete practices in areas such as economic competencies, career guidance, and citizenship education. The study aims to present the field-level implications of educational policy from the viewpoint of teachers and to identify both the strengths and areas in need of improvement within CTEM.