Özet:

Textbooks are among the indispensable elements of education and instruction. The content of textbooks should be prepared in compliance with the characteristics of the course, the objectives of the curriculum, and the measurement and evaluation methods to be used throughout the teaching-learning process. Prepared by considering all these features, textbooks are both an indispensable tool in the teaching process for teachers and the main reference source for students in the learning process. In Turkish teaching, besides textbooks, sourcebooks prepared by teachers to be used in teaching Turkish are also used. Teachers who wanted to increase the effectiveness of educational and instructional activities started to use supplementary sources as well as textbooks. Although not mandatory, sourcebooks are used extensively to support the accomplishment of the objectives set in a curriculum and to prepare students for the exams they will take. As a result of this interest, writing of sourcebooks has been increasing, particularly by Turkish teachers. The purpose of the current study is to understand the views of Turkish teachers who have written sourcebooks about this experience of writing. The study was designed in accordance with the phenomenological design, one of the qualitative research methods. The participants of the study were determined by using the purposive sampling method. The participants of the study are sourcebook writers who work as Turkish teachers in the institutions affiliated to the Ministry of National Education and whose sourcebooks are sold at the national level. The data were collected through interviews conducted on an online environment by using a semi-structured interview form. The collected data were analyzed with the content analysis technique. As a result of the analysis, it was attempted to reveal the participating teachers’ opinions about the need for sourcebooks, the role of sourcebooks in teaching Turkish and the problems they experienced during the sourcebook writing process. The results obtained in the current study are believed to make important contributions to teachers and institutional policies.

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