Abstract:

The aim of this study is to determine the views of teachers about the teaching process of the Turkish Language Curriculum renewed by the Ministry of National Education. The structure of the Turkish Lesson Curriculum, learning areas, achievements, innovations and problems encountered were examined during the teaching process. The research was carried out in accordance with the case study approach, one of the qualitative research methods, in accordance with the nested single case pattern. For the study group of the research, 20 schools with low, medium and high academic achievement were selected. 20 teachers from these schools were included in the study. Some of the research data were collected through interviews, and some of them were collected through course observations in selected schools. The analysis of the data was carried out with the content analysis technique. When some results of the research were examined, it was concluded that there was a difference of opinion regarding the suitability of themes and activities in the content of the program for the level of the student. It was concluded that the course equipment and materials were appropriate. It has been concluded that adding new text types to the curriculum is positive. It has been concluded that the learning areas are included in the program in an understandable way, and the achievements of all learning areas should be presented with different examples. It has been concluded that it is difficult to measure the listening/watching learning area. It has been concluded that the addition of 21st century skills to the curriculum is positive, but these skills are not sufficiently associated with the teaching process. Some of the problems encountered can be summarized as the program does not meet socio-cultural differences, the program is not compatible with the individual needs of the students, and the program does not give students reading habits and language pleasure.

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