Öz
The aim of this research is to determine the opinions of Turkish teachers about the process of Turkish teacher training in the context of technology integration in education. The research was carried out with the case study pattern, one of the qualitative research designs. In this study convenience sampling method, which was one of the purposive sampling methods, was used. The volunteer participant of this study consists of 40 Turkish teachers. A semi-structured interview form was used as a data collection tool, and data were collected through interviews with teachers. This study proceeded from a content analysis, a widely used qualitative research technique which coding categories are derived directly from the text data. The findings were discussed together with the opinions of the teachers, the Turkish teaching undergraduate program, the Turkish Lesson Curriculum (2019), the textbooks, the data presented by the Ministry of National Education and the researches in the literature. Within the scope of the research, it is stated that the Ministry of National Education allocates a significant budget for infrastructure and material development studies in the context of technology integration in education; based on the data published by the Ministry of National Education and the opinions of teachers, various deficiencies continue to be experienced in this regard; Turkish teachers have a positive attitude towards the use of technology in the course process and benefit from technology in various activities; the majority of the teachers did not take a course on the use of technology in the course process during the Turkish teaching undergraduate program; it has been concluded that teachers overcome the deficiencies they experience with their individual efforts, by trial and error, by in-service courses or by getting help from the employees in the institution. Based on the results obtained from the research it is suggested to add specific, student-centered and applied courses which integrates pedagogical knowledge with technology in the Turkish Language Teaching Undergraduate Program, and to provide teacher candidates with the training on how to use technological tools such as smart boards, computers, tablets etc. in the context of the Turkish lesson. It is also strongly recommended to give the teacher candidates an opportunity to use and recognize platforms such as E-okul and EBA as a part of their teaching practice course while constantly updating the Turkish Teaching Undergraduate Program’s curriculum along with the developments in education.