Ortaokul Türkçe Öğretim Programının Guba ve Lincoln'un Modeline Göre Değerlendirilmesi

Abstract

This study, which aims to evaluate the Middle School Turkish Curriculum based on Guba and Lincoln's model, utilizes qualitative research methods, specifically an explanatory case study. The participant group of the research consists of program stakeholders, including eight Turkish language teachers working in eight public middle schools in the Melikgazi, Talas, and Kocasinan districts of Kayseri province, five school administrators, seventeen students attending these schools, and eight student parents. Data collection tools included semi-structured individual interview forms, focus group interview forms, and document analysis forms, each developed separately for each stakeholder group. The data obtained in the research were analyzed using the Corbin and Strauss model. In the first sub-problem, how stakeholders conceptualize the program in their minds was investigated. According to the findings, it was understood that stakeholder groups have both positive and negative associations when structuring the Turkish Language Curriculum in their minds. Quantitatively, it was observed that the number of negative associations outweighed the positive ones across all stakeholder groups. In the second sub-problem, the claims, concerns, and criticisms of stakeholders regarding the program were examined. It was found that stakeholder criticism and issues were more prevalent in the goals and content elements than in the teaching-learning process and assessment-evaluation elements. In the third sub-problem, common problem areas identified by stakeholders regarding the program were analyzed. It was determined that stakeholders differed from other groups based on the roles they held. In the fourth sub-problem, stakeholder opinions were gathered regarding the need for adjustments in the goals and content elements to address the common problem areas. Finally, in the fifth sub-problem, the 2024 Turkish Language Curriculum was compared with the 2019 Turkish Language Curriculum, and the status of the common problem areas in the 2024 program was discussed.