Abstract:

This study was designed as qualitative research possessing the characteristics of a case study regarding the evaluation of Turkish teachers’ opinions on the Turkish Language Teaching Undergraduate Program. The contributions of the undergraduate educations of teachers to their professional lives, their recommendations and the problems they experienced regarding the undergraduate education they received, and their recommendations for teacher candidates currently enrolled in this undergraduate program were given. Criterion sampling (having performed 1-5 years of Turkish language teaching and having not graduated from the program before 2016) was chosen from among purposeful sampling methods, and a questionnaire consisting of four open-ended questions was administered to 61 teachers. The themes that arose from the obtained data were classes courses – field education, courses – vocational knowledge, practice, personal and professional development, instructors, first reading and writing, courses to be included, educational environments, social activities, creating archives, children’s literature, reading, and field information.

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