aüebfd Ankara University Journal of Faculty of Educational Sciences (JFES) 1301-3718 2458-8342 Ankara Üniversitesi 10.30964/auebfd.1654505 Classroom Education Sınıf Eğitimi Intertextual Reading in the Turkish Curriculum of the Turkish Century Education Model and Pre-Service Classroom Teachers' Views Türkiye Yüzyılı Maarif Modeli Türkçe Öğretim Programında Metinlerarası Okuma ve Öğretmen Adaylarının Görüşleri https://orcid.org/0000-0003-4133-6216 Babacan Kübra Ankara Üniversitesi 04 15 2026 59 1 117 174 03 10 2025 10 07 2025 Copyright © 1968, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 1968 Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi

This study aims to analyze the extent to which the intertextual reading method is incorporated into the updated 2024 Turkish Language Teaching Curriculum within the framework of the Türkiye Century Maarif Model, as well as the perspectives of pre-service primary school teachers on this method. Intertextual reading is a cognitive and critical approach that enables individuals to construct meaning by establishing connections between texts. In the study, a basic qualitative research design was adopted; the data sources included the Elementary School Turkish Language Teaching Program and semi-structured interviews. Content analysis was conducted. The study group consists of 17 pre-service primary school teachers who have completed the Turkish language teaching course. Findings indicate that while the 2024 Turkish Language Teaching Curriculum does not explicitly include the intertextual reading concept, it incorporates various instructional activities that encourage students to establish connections between different texts. Pre-service teachers acknowledge the method's contribution to reading comprehension and critical thinking skills, yet emphasize the lack of explicit guidelines in the curriculum to facilitate its classroom implementation. Challenges such as time management issues, lack of instructional materials, and insufficient pedagogical guidance were identified during the application process. In conclusion, the findings highlight the need for enhanced practical content in teacher education programs and the development of more structured guidelines within the curriculum to support the effective implementation of the intertextual reading method at the primary school level.

Bu çalışma, 2024 Türkiye Yüzyılı Maarif Modeli doğrultusunda güncellenen İlkokul Türkçe Öğretim Programı’nda metinlerarası okuma yönteminin yerini ve sınıf öğretmeni adaylarının bu yönteme dair görüşlerini analiz etmeyi amaçlamaktadır. Metinlerarası okuma, bireylerin metinler arasında bağ kurarak anlam inşa etmelerine olanak tanıyan bilişsel ve eleştirel bir yaklaşımdır. Araştırmada temel nitel desen benimsenmiş; veri kaynağı olarak İlkokul Türkçe Öğretim Programı ve yarı yapılandırılmış görüşmeler kullanılmıştır. İçerik analizi yapılmıştır. Çalışma grubunu, Türkçe öğretimi dersini tamamlamış 17 sınıf öğretmeni adayı oluşturmaktadır. Bulgular, 2024 Türkçe Öğretim Programı’nda metinlerarası okumanın doğrudan yer almadığını, ancak bağlantı kurmayı teşvik eden etkinliklerin bulunduğunu göstermektedir. Öğretmen adayları yöntemin okuma, anlama ve eleştirel düşünmeye katkı sağladığını belirtmekle birlikte, programın açık yönergeler içermediğini vurgulamıştır. Uygulamada zaman yönetimi, materyal eksikliği ve pedagojik rehberlik yetersizliği gibi sorunlarla karşılaşılmıştır. Sonuç olarak, yöntemin etkili uygulanabilmesi için öğretmen eğitim programlarında uygulamalı içeriklerin artırılması ve öğretim programlarında daha yapılandırılmış yönergeler geliştirilmesi önerilmektedir.

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