A Qualitative Study on Primary School First Grade Turkish Course Curriculum

Abstract

This study aims to identify the views of classroom teachers about primary school first-grade Turkish course curriculum implemented in the 2018-2019 education year and explore teachers' practices in the process of the instruction of first reading and writing. The interview part of the study included five teachers who taught first-grade students in Kayseri in the 2018-2019 education year. The observation part of the study had one classroom teacher who instructed first-grade students. Data were collected through semi-structured interviews and observation forms. The data were analyzed using content analysis methods. The analysis results of the interviews regarding the implementation of the curriculum indicated that the teachers found their knowledge about the curriculum insufficient, and they had difficulties in implementing the curriculum. Classroom observations showed that the Teacher performed reading and writing instruction through various activities related to letter, syllable, word, and sentence instruction. The Teacher was found to take individual differences into account while he approached students, managed the lesson, and instructed the course. Teachers should be provided with efficient and comprehensive training about the revised Turkish course curriculum.