Teaching Turkish Language and Literature: What Teachers Think?

Abstract

Educational activities would be successful if they are effectively practiced. The Ministry of National Education decided to call obligatory meetings in order to discuss educational problems and improve educational programs for each field. These meetings take place at the school, district and provincial level. It is discussed that teachers frequently encountered problems and solutions at these meetings. This study focuses on problems and possible solutions at Turkish language and literature lessons by perspective of teachers. In this study, reviewing document technique, which is a kind of qualitative method, has been used. The data for this research consist of reports of Turkish language and literature presented in teachers' meetings that were held in Ankara between 2009-2015 years and were recorded with the consent of the Ankara National Educational Directorate. As a result of research are mentioned problems and solution suggestions about theme of curriculum, textbook and workbook, the transition to higher education examination and professional orientation and in-service training activities.

What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

“…According to the Ministry of National Education (2018), the Turkish Language and Literature course is a very significant course to equip the learners with critical thinking, reflective thinking, problem-solving skills and creativity. Although the Ministry of National Education emphasizes the importance of improving these 21 st -century skills; according to the studies, the course cannot meet the needs of improving learners' meta-cognitive skills (Erdem, 2017;Eskimen, 2018;Sarıtaş, 2019). Teachers believe that, instead of a mechanic and chronological way of presenting the course, it should be enriched by discussions, interpretations and creative thinking activities (Göçer, 2016).…”