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Bu çalışmanın amacı, Türkçe dersi öğretim programlarına yönelik öğretmen görüşlerinin belirlenmesidir. Çalışma, 1981 Temel Eğitim Okulları Türkçe Eğitim Programı (6-8), 2006 İlköğretim Türkçe Dersi Öğretim Programı (6-8) ve 2017 yılında uygulanmaya başlayan Türkçe Dersi Öğretim Programı (1-8) ile sınırlandırılmıştır. Nitel araştırma yöntemlerinden durum çalışması ile desenlenen araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın katılımcılarını, Türkçe öğretmenleri oluşturmaktadır. Çalışma toplam 90 öğretmen ile gerçekleştirilmiştir. Veriler analiz edilirken içerik analizi tekniğinden yararlanılmıştır. Araştırmada Türkçe öğretmenleri, programlarla ilgili görüşlerini sunmuştur. Görüşlerini sunarken önceki ve sonraki programlar arasında karşılaştırmalar yapmıştır. Ayrıca öğretmenlerin programların amacına yönelik yeterlikleri konusunda da önemli bulgulara ulaşılmıştır. Çalışmanın sonucunda, üç kuşak Türkçe öğretmenleri arasında öğretim sürecinde etkin olma açısından farklılıklar olduğu belirlenmiştir. Öte yandan her üç kuşak için ortak nokta olarak programlarla getirilen yenilikler konusunda farkındalık sahibi olmamaları gösterilebilir. Bu sebeple Türkçe öğretmenlerinin yeterlikleri arttırılmadıkça programlarla getirilen yeniliklerin amacına ulaşamayacağı söylenebilir.
The aim of this study is to determine the opinions of teachers about Turkish Language Arts Curriculum. The study was limited to 1981 Basic Education Schools Turkish Language Arts Curriculum (6-8), 2006 Primary Turkish Language Arts Curriculum (6-8) and 2017 Turkish Language Arts Curriculum (1-8). Semi-structured interopinion form was used as data collection tool in the study, which was designed with case study, one of the qualitative research methods. The participants of the study are Turkish language arts teachers. The study was conducted with a total of 90 teachers. Content analysis technique was used to analyze the data. In the research, Turkish language arts teachers presented their opinions about the programs. They presented their opinions and made comparisons between previous and subsequent programs. In addition, important findings have been reached regarding the competence of teachers towards the purpose of the programs. As a result of the study, it was determined that there are differences between the three generations of Turkish language arts teachers in terms of being effective in the teaching process. On the other hand, the common point for all three generations was that they are not aware of the innovations introduced by the programs. For this reason, it can be said that unless the competencies of Turkish language arts teachers are increased, the innovations brought with the programs cannot reach their goals.
The aim of this study is to determine the opinions of teachers about Turkish Language Arts Curriculum. The study was limited to 1981 Basic Education Schools Turkish Language Arts Curriculum (6-8), 2006 Primary Turkish Language Arts Curriculum (6-8) and 2017 Turkish Language Arts Curriculum (1-8). Semi-structured interopinion form was used as data collection tool in the study, which was designed with case study, one of the qualitative research methods. The participants of the study are Turkish language arts teachers. The study was conducted with a total of 90 teachers. Content analysis technique was used to analyze the data. In the research, Turkish language arts teachers presented their opinions about the programs. They presented their opinions and made comparisons between previous and subsequent programs. In addition, important findings have been reached regarding the competence of teachers towards the purpose of the programs. As a result of the study, it was determined that there are differences between the three generations of Turkish language arts teachers in terms of being effective in the teaching process. On the other hand, the common point for all three generations was that they have not aware of the innovations introduced by the programs. For this reason, it can be said that unless the competencies of Turkish language arts teachers are increased, the innovations brought with the programs cannot reach their goals.
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