The implementation of the prefaced national, local and school curriculum management system at three levels of the faculty of education and science of the northeast teacher training university, lee iwalutionly@126. Com, has changed the situation in the past where teachers had to follow a unified curriculum, curriculum and textbooks, and has given teachers the autonomy to decide on the curriculum that they deserve, but at the same time has introduced new requirements for their curriculum knowledge and competencies. I. The content of the teacher's course knowledge (1) the analytical framework of the teacher's knowledge that shulman has constructed, he proposes seven main areas of teacher's knowledge, namely knowledge of the subject matter, general pedagogy, course knowledge, pedagogy of the subject, knowledge of the student and his/her identity, knowledge of the educational context and the aims of the education, values, philosophy and historical origin. Curriculum knowledge refers to the mastery of materials and procedures as “vocational tools” for teachers. The content of the teacher's curriculum (2) “the curriculum is a set of purposeful and implementable programmes designed and generated for the development of human beings in accordance with certain social needs and in accordance with certain cultural and social orientations. The curriculum should set out the objectives, content and methodology of the development, a set of strategies for its implementation and an appropriate evaluation methodology”. Knowledge is defined as “the intellectual outcome of an interaction between the cognisant and the informed”. I. The content of teacher course knowledge (3) we believe that “teacher course knowledge” refers to the teacher's knowledge, experience and behaviour with regard to the subject taught, including, inter alia, knowledge of the nature of the course, the value of the course, the objectives of the course, the content of the curriculum standard knowledge
