INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES

The curriculum of a subject comprises of the aims and objectives of the course, its content, time span, teaching materials and assessments procedures. Starting from 2005-2006 academic term, the curriculum of the Turkish Language and Literature course has been renewed. The current curriculum employs...

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Autor principal:	Saadettin KEKLİK
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	turkish literature curriculum teaching principles Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/4b4b8178e21c4454b0b161167b26ecd0
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spelling	oai:doaj.org-article:4b4b8178e21c4454b0b161167b26ecd02021-11-24T09:21:02ZINVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES2148-416310.9761/JASSS1425https://doaj.org/article/4b4b8178e21c4454b0b161167b26ecd02019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=627818458_33KeklikSaadettin-667-687.pdf&key=26784https://doaj.org/toc/2148-4163The curriculum of a subject comprises of the aims and objectives of the course, its content, time span, teaching materials and assessments procedures. Starting from 2005-2006 academic term, the curriculum of the Turkish Language and Literature course has been renewed. The current curriculum employs a new approach and handles the course in two main headings: Turkish Literature and Landuage and Narration (expression). The 2005 curriculum was revised in 2011, but its general structure was not altered explicitly. Teaching principles has to be considered in the processes of designing of the curriculum, writing of the textbooks, preparation of the teaching environments, selection of the teaching methods and materials and recruiting assessment tools. In consideration with the above criteria, this study aims to investigate the revised version of the Turkish Literature curriculum (grades 9-12) to find out whether it was designed in accordance with teaching principles. It was designed as a descriptive study employing document analysis as a data collection tool and analysis instrument. In the course of research, firstly a literature search was conducted to define the teaching principles that will be used as criteria in the analysis documentary materials. Secondly, the Turkish Literature curriculum was examined by three experts to find out its connections to and compatibility with the above mentioned teaching principles. The primary findings revealed that 19 teaching principles out of 27 are connected to or compatible with the current curriculum. Then, the curriculum was investigated comprehensively to see whether the each curricular item were related or connected to the above mentioned 19 principles. The further findings, indicate that the curriculum appropriately employs and reflects 5of those principles, while five principles are only partly reflected in it. On the other hand, the design of the remaining 9 principles were not appropriate to the teaching principles. As a result it was found out that the curriculum needs to be revised to take those remaining 9 teaching principles into account. Another findings of this study indicates that the potential revision of the Turkish Literature curriculum should not introduce its content in chronological order. Instead, the curriculum content should begin from contemporary issues and topics and progress towards the past.Saadettin KEKLİKFırat Universityarticleturkish literaturecurriculumteaching principlesSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 21, Pp 667-687 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	turkish literature curriculum teaching principles Social Sciences H Social sciences (General) H1-99
spellingShingle	turkish literature curriculum teaching principles Social Sciences H Social sciences (General) H1-99 Saadettin KEKLİK INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES
description	The curriculum of a subject comprises of the aims and objectives of the course, its content, time span, teaching materials and assessments procedures. Starting from 2005-2006 academic term, the curriculum of the Turkish Language and Literature course has been renewed. The current curriculum employs a new approach and handles the course in two main headings: Turkish Literature and Landuage and Narration (expression). The 2005 curriculum was revised in 2011, but its general structure was not altered explicitly. Teaching principles has to be considered in the processes of designing of the curriculum, writing of the textbooks, preparation of the teaching environments, selection of the teaching methods and materials and recruiting assessment tools. In consideration with the above criteria, this study aims to investigate the revised version of the Turkish Literature curriculum (grades 9-12) to find out whether it was designed in accordance with teaching principles. It was designed as a descriptive study employing document analysis as a data collection tool and analysis instrument. In the course of research, firstly a literature search was conducted to define the teaching principles that will be used as criteria in the analysis documentary materials. Secondly, the Turkish Literature curriculum was examined by three experts to find out its connections to and compatibility with the above mentioned teaching principles. The primary findings revealed that 19 teaching principles out of 27 are connected to or compatible with the current curriculum. Then, the curriculum was investigated comprehensively to see whether the each curricular item were related or connected to the above mentioned 19 principles. The further findings, indicate that the curriculum appropriately employs and reflects 5of those principles, while five principles are only partly reflected in it. On the other hand, the design of the remaining 9 principles were not appropriate to the teaching principles. As a result it was found out that the curriculum needs to be revised to take those remaining 9 teaching principles into account. Another findings of this study indicates that the potential revision of the Turkish Literature curriculum should not introduce its content in chronological order. Instead, the curriculum content should begin from contemporary issues and topics and progress towards the past.
format	article
author	Saadettin KEKLİK
author_facet	Saadettin KEKLİK
author_sort	Saadettin KEKLİK
title	INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES
title_short	INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES
title_full	INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES
title_fullStr	INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES
title_full_unstemmed	INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES
title_sort	investigation of 2011 turkish literature curriculum in terms of teaching principles
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/4b4b8178e21c4454b0b161167b26ecd0
work_keys_str_mv	AT saadettinkeklik investigationof2011turkishliteraturecurriculumintermsofteachingprinciples
_version_	1718415291675836416

INVESTIGATION OF 2011 TURKISH LITERATURE CURRICULUM IN TERMS OF TEACHING PRINCIPLES

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