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In recent years, the curriculum programs have been changed dramatically in Turkey, as part of a comprehensive reform initiative. The history curriculum for secondary schools was subjected to this transformation as well. This study examines the curriculum reform in terms of teacher autonomy, a key-concept for the comprehension and improvement of the teachers' role in education. The study aims to analyze whether the change in the curriculum has brought any significant innovation regarding thedoaj:b02190dd8ae040feb75cc12239449794 fatcat:56h4lwdmu5bn7ixlckiftxitie