Abstract:

In this study, it is aimed to determine the opinions and thoughts of Turkish teachers about Turkish textbooks (5th, 6th, 7th and 8th grade). Case study, one of the qualitative research designs, was used in the study. The study group of the research consists of 17 Turkish teachers working in the centre of Muş province. Attention was paid to the fact that all teachers in the study group used the same Turkish textbooks. "Written Opinion Form", which was developed by the researcher and received expert opinion, was used as a data collection tool. Content analysis was used to analyse the data. As a result, Turkish language teachers defined the textbook as a set of texts and activities used to help students gain the course outcomes; a basic/main resource for teachers and students; a planned guide and a follow-up guide. According to the majority of Turkish teachers, it was determined that the visuals in Turkish textbooks give students a preliminary idea in terms of reading/understanding the text. It has been determined that there are many issues that Turkish teachers see as deficiencies in Turkish textbooks. Some of these deficiencies are that the activities are insufficient to attract students' attention and interest, the activities are too many, the visuals are insufficient and lack aesthetics, some texts are long, the activities are structurally long and grammar activities do not support learning. Most of the Turkish teachers stated that the language and sentences used in the texts in the Turkish textbooks are not suitable for the students' readiness levels. Again, according to most of the Turkish teachers, it was concluded that the texts in Turkish textbooks are insufficient in terms of developing students' reading skills/reading habits.

Keywords: