VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM

The objective of the present study is to determine the views of Turkish language teachers on 2006 Turkish Curriculum and their expectations from the new program. The study is conducted using qualitative research methodology. Content analysis was conducted for data analysis. In this context, qualitat...

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Autor principal:	Mehmet Nuri KARDAŞ
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	2006 turkish course curriculum turkish language teachers views Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/cdaa4bd31a5546d9924c56a1101926b2
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spelling	oai:doaj.org-article:cdaa4bd31a5546d9924c56a1101926b22021-11-24T09:20:49ZVIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM2148-416310.9761/JASSS3580https://doaj.org/article/cdaa4bd31a5546d9924c56a1101926b22019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=954825585_15-Yrd.%20Do%C3%A7.%20Dr.%20Mehmet%20Nuri%20KARDA%C5%9E.pdf&key=27994https://doaj.org/toc/2148-4163The objective of the present study is to determine the views of Turkish language teachers on 2006 Turkish Curriculum and their expectations from the new program. The study is conducted using qualitative research methodology. Content analysis was conducted for data analysis. In this context, qualitative data analysis techniques such as data reduction, classification, inference and verification. Research questions resulted in the following outcomes: Of the views expressed about the learning areas, 40.77% (f = 54) stated that the texts and activities provided in the textbooks were not adequate, productive or applicable. On the other hand, 24.16% (f = 32) of the views stipulated that the texts and activities provided to develop listening, speaking, reading, writing and grammar skills were adequate, productive or applicable. Of the views expressed on the capability of the Turkish course curriculum in realizing learning goals, 13.59% (f = 18) were critical about the program. Accordingly, the teachers argued that the distribution of subjects among the grades were imbalanced, achievements were so dense that it was impossible to materialize them, the program was inadequate in achieving the determined goals, the methods and techniques required to attain the achievements were not mentioned in the curriculum, grammar instruction was intangible, and the number of classes per week was insufficient. It was observed that 18.87% (f = 25) of the opinions were about the expectations for the new Turkish curriculum (2015). Thus, the teachers stated that achievements should be reduced, information on the methods and techniques required to provide the achievements should be given, criteria should be set for text selection in the new curriculum and the new curriculum should be applicable in all regions and provinces in the country.Mehmet Nuri KARDAŞFırat Universityarticle2006 turkish course curriculumturkish language teachersviewsSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 9, Iss 50, Pp 233-246 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	2006 turkish course curriculum turkish language teachers views Social Sciences H Social sciences (General) H1-99
spellingShingle	2006 turkish course curriculum turkish language teachers views Social Sciences H Social sciences (General) H1-99 Mehmet Nuri KARDAŞ VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM
description	The objective of the present study is to determine the views of Turkish language teachers on 2006 Turkish Curriculum and their expectations from the new program. The study is conducted using qualitative research methodology. Content analysis was conducted for data analysis. In this context, qualitative data analysis techniques such as data reduction, classification, inference and verification. Research questions resulted in the following outcomes: Of the views expressed about the learning areas, 40.77% (f = 54) stated that the texts and activities provided in the textbooks were not adequate, productive or applicable. On the other hand, 24.16% (f = 32) of the views stipulated that the texts and activities provided to develop listening, speaking, reading, writing and grammar skills were adequate, productive or applicable. Of the views expressed on the capability of the Turkish course curriculum in realizing learning goals, 13.59% (f = 18) were critical about the program. Accordingly, the teachers argued that the distribution of subjects among the grades were imbalanced, achievements were so dense that it was impossible to materialize them, the program was inadequate in achieving the determined goals, the methods and techniques required to attain the achievements were not mentioned in the curriculum, grammar instruction was intangible, and the number of classes per week was insufficient. It was observed that 18.87% (f = 25) of the opinions were about the expectations for the new Turkish curriculum (2015). Thus, the teachers stated that achievements should be reduced, information on the methods and techniques required to provide the achievements should be given, criteria should be set for text selection in the new curriculum and the new curriculum should be applicable in all regions and provinces in the country.
format	article
author	Mehmet Nuri KARDAŞ
author_facet	Mehmet Nuri KARDAŞ
author_sort	Mehmet Nuri KARDAŞ
title	VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM
title_short	VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM
title_full	VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM
title_fullStr	VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM
title_full_unstemmed	VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM
title_sort	views and criticism of turkish language teachers on textbooks which prepared 2006 turkish course curriculum and thei̇r expectations from the new program
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/cdaa4bd31a5546d9924c56a1101926b2
work_keys_str_mv	AT mehmetnurikardas viewsandcriticismofturkishlanguageteachersontextbookswhichprepared2006turkishcoursecurriculumandtheirexpectationsfromthenewprogram
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VIEWS AND CRITICISM OF TURKISH LANGUAGE TEACHERS ON TEXTBOOKS WHICH PREPARED 2006 TURKISH COURSE CURRICULUM AND THEİR EXPECTATIONS FROM THE NEW PROGRAM

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