In the context of abiding by the Bologna process the teacher training undergraduate curricula
were revised in 2018 by the Council of Higher Education in Turkey (CoHE). Revised class teaching
curricula investigation of the revision process for the program will reveal whether changes are
appropriate or not. In this context, the aim of the research was to investigate the 2018 revision of the
class teaching undergraduate curricula from the perspective of implementors. The research had a
qualitative approach pattern. The study group comprised 14 academics who participated in studies for
the 2018 class teaching undergraduate program revision, were assigned to the CoHE Curricula Update
Commission and participated in workshops to promote the curricula. Data were collected with semistructured interviews. Data analysis was completed with content analysis. As a result of the research,
the curricula revision process was directed centrally, the development process for the revision program
was not performed appropriately, pilot applications were not performed, there was no gradual
relationships in the curricula, stakeholder opinions were not reflected in the curricula, some basic
education and applied lessons for class teaching were removed from the curricula, lesson hours were
reduced or these lessons were included as elective lessons, the content of mandatory and elective
lessons about professional knowledge, general culture and content education overlapped, and the
number of elective lessons increased while the lesson hours for applied lessons reduced. In the context
of determinations revealed by the results of the research, the revised curricula can be said to be
inadequate to train qualified teachers, and that problems will be experienced in terms of contributions
to universities and to Turkey. For this reason, it is recommended that the curricula be revised and
organized again to cope with the changing problems of the 21st century and to ensure training of
versatile and multi-cultured teachers.