Abstract:

This research aims to identify the conditions of application of the writing methods and techniques of Turkish teachers in the Primary Education Turkish Teaching Program and the problems they encounter during their writing practices. The study group consists of a total of 18 Turkish teachers, including 11 women and 7 men, who work in the official and private high schools associated with MEB in the 2016-2017 educational year. The research has been conducted by the study of quality research. The observation technique of the quality data collection techniques has been used for the study of the situation. The data obtained from the observation form was examined by content analysis. The results of the study were collected in 9 titles with the data obtained from the observation form. The results of the study are as follows: Turkish teachers have a sufficient level of knowledge about the methods and techniques of writing. Turkish teachers generally have no problems with the application of their writing methods and techniques while theoretical knowledge and environmental factors do not the desired level of success in writing. The end-of-the-counter handwriting, the student’s disappointment to write, the class presence, the lack of time dedicated to writing, the lack of students’ reading habits negatively affect the teachers’ writing practices. Teachers experience problems with material use and feedback in writing practices. Teachers who are not graduated in Turkish education are more insufficient in writing practices than field graduates.

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