Teachers’ Opinions about the Century of Türkiye Education Model 1st Grade Turkish Lesson

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Küçükçınar A., Temli Durmuş Y.

TURKISH STUDIES, cilt.21, sa.2, ss.3635-3679, 2026 (TRDizin)

Özet

The purpose of this study is to present teachers’ views on the Turkey Century Education Model (TCEM [TYMM]) first-grade Turkish language curriculum. The scope of the study is limited to the first semester of the 2024–2025 academic year, in other words after being started to be implemented the data collection procedure initiated. This period generally refers to the time when initial reading and writing activities are conducted. The research is a qualitative study employing a descriptive survey method. The views of 45 volunteer primary school 1st graders’ teachers were the participants of the study. Data set was collected through survey questions prepared by the researchers. The data collected in the study were analyzed and grouped into a total of 10 themes: learning outcomes, content, the teaching-learning process, evidence of learning, undergraduate education, in-service training, values education, needs, limitations, and recommendations. Within these themes, it was determined that participants approached the idea that the model introduced innovations with a neutral perspective. It was noted by the partcipants that various problems existed in the planning and implementation of the model. These challenges primarily centered on the failure to conduct necessary preparatory and promotional activities from the conceptual phase of the model through to its implementation, resulting in teachers in the role of implementers having to cope with various difficulties. Additionally, it was stated that the process-oriented nature of the TCEM assessment component (which corresponds to the concept of “evidence of learning” within TCEM) was viewed positively. Opinions regarding the preferred methods/techniques and assessment tools in this regard were similarly viewed positively. To contribute to resolving these issues, it is considered beneficial to conduct studies that examine the situation in the subjects where changes have been made by implementing adjustments to lessons and grade levels. The researchers recommend that the views of not only classroom teachers but also administrators, parents, unions, and other education stakeholders be taken into account.