Theory of knowledge and the Turkish national curriculum : the dynamics of a new relationship

Abstract

This is an exploratory research study focusing on the International Baccalaureate’s Theory of Knowledge (TOK) programme in Turkish schools, all of whom deliver the Turkish National Curriculum. In the study 26 staff and students from four private schools in Ankara, Turkey, completed surveys and interviews. The results show that although the TOK course provides many opportunities to address issues with student and teacher autonomy, and to fulfil newly reformed aims of The National Ministry of Education (MEB), difficulties with MEB course load and lack of collaboration mean that TOK is perceived and implemented as a periphery course. The study also reveals issues of communication within the schools, particularly in respects to the MEB curriculum reforms, and developments concerning the IB programme in Turkey.