Sınıf öğretmenlerine göre Türkçe eğitiminin sorunları ve çözüm önerileri

Year 2025, Volume: 14 Issue: 1, 47 - 66, 31.01.2025

Cüneyit Akar , Ramazan Demir , Mustafa Ulutaş

https://doi.org/10.19128/turje.1466046

Abstract

Bu çalışmanın amacı, sınıf öğretmenlerinin Türkçe eğitiminde karşılaştıkları sorunları ve bu sorunlara yönelik çözüm önerilerini araştırmaktır. Araştırmada durum çalışmasından yararlanılmış, Türkiye’nin farklı bölgelerini temsil eden 14 öğretmenden oluşan bir grup incelenmek üzere seçilmiştir. Çalışma grubunun oluşturulmasında, maksimum çeşitlilik örneklemesi olarak bilinen kasıtlı bir seçim stratejisi kullanılmıştır. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmış ve daha sonra içerik analizine tabi tutulmuştur. İçerik analizine tabi tutulan veriler, araştırmadan elde edilen tematik yapılara ayrıştırılarak incelenmiştir. Çalışmada Türkçe eğitimi ile ilgili olarak aile ilgisizliği, öğrencilerin hazırbulunuşluğunun düşüklüğü, geleneksel öğretim ve ölçme değerlendirme yaklaşımlarına bağımlılık, öğretmen tükenmişliği, okul öncesi eğitim oranının düşüklüğü, öğretmenlerin mesleki yetersizliği, yetersiz teknolojik altyapı, yeniliğe kapalı öğretmenler, maddi imkânsızlıklar ve ezberci eğitim uygulamalarının yaygınlığı gibi sorunlar tespit edilmiştir. Bu sorunlara çözüm olarak sınıf öğretmenleri, öğretmen yeterliklerinin artırılması, ailelerin eğitim süreçlerine katılımının teşvik edilmesi, öğretim programı ve materyallerinin iyileştirilmesi, uygun dil kullanımının teşvik edilmesi, eğitimde eşitliğin sağlanması ve okul altyapısı ile sınıf olanaklarının iyileştirilmesine yönelik öneriler sunmuştur.

Keywords

Güncel sorunlar, Öğretmen önerileri, Türkçe eğitimi

Ethical Statement

Uşak University Science and Engineering Scientific Research and Publication Ethics Committee approved this study with decision number 2024/27 dated 08.02.2024.

Problems of Turkish education and recommendations for solutions according to primary school teachers

Abstract

The aim of this study is to investigate the problems faced by primary school teachers in Turkish education and their recommendations for solutions to these problems. Employing a case study methodology, a cohort of 14 teachers representing diverse regions across Türkiye was selected for examination. In establishing the study group, a deliberate selection strategy known as maximum diversity sampling was employed. Data were collected via semi-structured interviews and subsequently subjected to content analysis. The findings revealed some prominent obstacles in Turkish education including insufficient familial engagement, students’ inadequate preparedness, reliance on conventional assessment paradigms, teacher burnout, deficiency in early childhood education provision, reliance on traditional instructional methodologies, uneven levels of pedagogical proficiency among teachers, deficient technological infrastructure, institutional resistance to innovation, financial constraints, and the prevalence of rote learning methodologies. In response to these challenges, teachers proffered recommendations aimed at enhancing pedagogical efficacy, fostering parental involvement in educational endeavors, refining curricular frameworks and instructional materials, promoting proper language usage, ensuring educational equity, and upgrading school infrastructure and classroom amenities.

Keywords

Current problems, Teachers’ recommendations, Turkish education

Ethical Statement

Uşak University Science and Engineering Scientific Research and Publication Ethics Committee approved this study with decision number 2024/27 dated 08.02.2024.

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