Curriculum Literacy in Educators Is the Theme for Empowering Faculty Members

The current paper studies and explains the professional components based on curriculum literacy of educators in higher education with the viewpoints of professors on curriculum studies. Qualitative research method was used in this study, and the depth semi-structured interviews with 12 professors of curriculum studies were conducted. Results about perspective of curriculum include three categories: specialist-centered, participation-centered, and teacher-centered. Each of them includes knowledge and practice of the curriculum. In the three perspectives, the practical knowledge for curriculum consists of two main components: preparation for performance of the curriculum and action for performance of the curriculum. But the limits of the professional components of each of the main components in all three perspectives are not the same. In the components of specialist-center curriculum, include as follows: to actualize the educational design to reflect and operate after practice. The components of participation-centered curriculum consist as follows: to actualize the curriculum, to communicate and reflect after practice. The components of teacher-centered curriculum are as follows: to actualize the curriculum, to communicate, to imagine and reflect during and after practice.