Özet:

The objective of the present study is to determine the views of Turkish language teachers on 2006 Turkish Curriculum and their expectations from the new program. The study is conducted using qualitative research methodology. Content analysis was conducted for data analysis. In this context, qualitative data analysis techniques such as data reduction, classification, inference and verification. Research questions resulted in the following outcomes: Of the views expressed about the learning areas, 40.77% (f = 54) stated that the texts and activities provided in the textbooks were not adequate, productive or applicable. On the other hand, 24.16% (f = 32) of the views stipulated that the texts and activities provided to develop listening, speaking, reading, writing and grammar skills were adequate, productive or applicable. Of the views expressed on the capability of the Turkish course curriculum in realizing learning goals, 13.59% (f = 18) were critical about the program. Accordingly, the teachers argued that the distribution of subjects among the grades were imbalanced, achievements were so dense that it was impossible to materialize them, the program was inadequate in achieving the determined goals, the methods and techniques required to attain the achievements were not mentioned in the curriculum, grammar instruction was intangible, and the number of classes per week was insufficient. It was observed that 18.87% (f = 25) of the opinions were about the expectations for the new Turkish curriculum (2015). Thus, the teachers stated that achievements should be reduced, information on the methods and techniques required to provide the achievements should be given, criteria should be set for text selection in the new curriculum and the new curriculum should be applicable in all regions and provinces in the country.

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