Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2021

A Critical Perspective on the Removal of the Teacher’s Guidebooks from the Curriculum

Hasan Kurnaz

Gaziantep University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.225

Pages: 36-46

Keywords: Teacher's Guidebook, Turkish Language Teacher, Professional Teacher

Abstract

The purpose of this study is to determine the Turkish Language teachers’ views on the removal of teacher’s guidebooks from the curriculum. This study employed case study, one of the qualitative research designs. The study group consisted of 66 Turkish Language teachers. The study group was formed using the maximum variation sampling, one of the purposeful sampling methods. A structured interview form developed by the researcher was used in collection of data. Content analysis was employed to analyze the data obtained from the participants. The majority of the participating teachers stated that they did not approve the removal of the teacher’s guidebooks. Teachers expressed that they did not approve the removal of the teacher’s guidebooks due to their positive contribution to the teaching of the lessons and preparation for the lesson, and due to their contribution to the course’s standards, and stated that should be reprinted.

References

  1. Akkocaoglu, N. (2009). National ministry of education appropriateness analysis of primary education 5th-grade turkish course students’ workbook and teachers’ guidebook according to constructivist approach for learning (Unpublished master thesis). Hacettepe University, Ankara, Turkey.

  2. Bumen, N.T. (2019).  Curriculum in the claws of autonomy against centralism in turkey: Issues and suggestions. Kastamonu Education Journal, 27(1), 175-185.

  3. Colak, I. & Altinkurt, Y. (2017). The relationship between school climate and teacher autonomy behaviors. Educational Administration: Theory and Practice, 23(1), 33-71. doi: 10.14527/kuey.2017.002

  4. Colak, I., Altinyurt, Y. & Yilmaz, K. (2017). The relationship between teachers' autonomy behaviors and job satisfaction. The Black Sea Journal os Social Sciences, 9(2), 189-208.

  5. Durukan, E. (2009). A taxonamic study on questions about understand the meanings of the texts in seventh class turkish language textbooks. Milli Eğitim Dergisi, 37(81), 84-93.

  6. Frostenson, M. (2015). Three forms of professional autonomy: de-professionalisation of teachers in a new light. Nordic journal of studies in educational policy, 2015(2), 28464. doi: 10.3402/nstep.v1.28464

  7. Genc, S. Z.; Guner, F. & Guner, A. S. (2014). Examining the primary school teachers’ views related to teacher guidebooks (sample: çanakkale province). Dicle University Journal of Ziya Gokalp Faculty of Education, 23, 79-108.

  8. Gocer, A. (2011). The statement of functionality of secondary education turkish teacher guide textbooks. The Journal of International Social Research, 4(16), 154-164.

  9. Gocer, A., & Akturk, Y. (2015). Perceptions of primary and secondary school teachers on teacher’s guidebooks: A metaphor analysis. International Journal of Turkish Education Sciences, 4, 186-199.

  10. Guner, H. (2011). Determination of level of initatives that elementary school’s teachers take in instructional process (Elazığ-Mus-Sırnak) (Unpublished master thesis). Fırat University, Elazığ, Turkey.

  11. Gur, B. S. (2014). Deskilling of teachers: The case of turkey. Educational Sciences: Theory & Practice, 14(3), 887-904. doi:10.12738/estp.2014.3.2116

  12. Ilik, M. (2011). Analysis of the teacher’s book of the primary school 8th grade turkish lesson according to the constructivist learning approach (Unpublished master thesis). Fırat University, Elazığ, Turkey.

  13. Ingersoll, R. M. (1996). Teachers’ decision-making power and school conflict. Sociology of Education, 69(2), 159–176.

  14. Isman, A. ve Eskicumali, A. (2003). Eğitimde planlama ve değerlendirme [Planning and evaluation in education]. İstanbul: Degisim Publications.

  15. Kosar, S. (2015). Trust in school principal and self-efficacy as predictors of teacher professionalism. Education and Science, 40(181), 255-270. doi: 10.15390/EB.2015.4562

  16. Koseoglu, F., Atasoy, B., Kavak, N., Akkus, H., Budak, E., Tumay, H., & Tasdelen, U. (2003). Yapılandırmacı öğrenme ortamı için bir fen ders kitabı nasıl olmalı [For a constructivist learning setting, how should a science textbook be?]. Ankara, Turkey: Asil Yayın Dağıtım.

  17. Mavis Sevim, F. O., Yazici, L. & Mavis, R. (2017). Comparison of school and teacher autonomy in turkey and european countries. Route Educational and Social Science Journal Volume 4(2), 1-12.

  18. Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research: A guide to design and ımplementation] (S. Turan, Trans. Ed.). Ankara: Nobel Yayıncılık.

  19. Ministry of National Education [MoNE].   (2015). Millî Eğitim Bakanlığı ders kitapları ve eğitim araçları yönetmeliğinde değişiklik yapılmasına dair yönetmelik [Regulation on the amendment of the Ministry of National Education's textbooks and educational tools regulation]. Retrieved 01 June, 2020 from https://www.resmigazete.gov.tr/eskiler/2015/10/20151014-1.htm

  20. Ministry of National Education [MoNE].  (2004). Milli Eğitim Bakanlığı ilköğretim kurumları yönetmeliğinde değişiklik yapılmasına dair yönetmelik [Regulation on the amendment of the Ministry of National Education's regulation on primary education institutions]. Retrieved 01 June, 2020 from http://tebligler.meb.gov.tr/index.php/tuemsayilar/viewcategory/682004?limitstart=0&order=hits&dir=desc

  21. Ozoglu, M., Gur, B. S. & Altinoglu, A. (2013). Türkiye’de ve dünyada öğretmenlik: Retorik ve pratik [Teacher profession in the world and Turkey: Rhetoric and practice]. Ankara: Egitim Bir-Sen Publishing.

  22. Ozturk, I. H. (2012). Teacher’s role and autonomy in instructional planning: The case of secondary school history teachers with regard to the preparation and implementation of annual instructional plans. Educational Sciences: Theory & Practice, 12(1) 271-299.

  23. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (M. Butun & S. B. Demir, Trans.). Ankara, Turkey: Pegem Akademi.

  24. Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.

  25. Sahlberg, P. (2011). Finnish lessons. What can the world learn from educational change in Finland? New York: Teachers College Press

  26. Sari, M. (2018). A critical view on teacher guidebooks as an agent in teacher deskilling process. International Journal of Progressive Education, 14(1), 56-74. doi: 10.29329/ijpe.2018.129.5

  27. Sert, F. (2012). The evaluation of the primary education 7th grade Turkish teachers guidebook with regard to constructivist approach (Unpublished master thesis). Fırat University, Elazığ, Turkey.

  28. Sugumlu, U., Mutlu, H. H. & Cinpolat, E. (2019). A case study related to non-use and use of secondary school turkish course teacher guidebooks. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 19(4), 1667-1681. https://dx.doi.org/10.17240/aibuefd.2019..-544352

  29. TEDMEM. (2015). Okul özerkliği ve öğretmen özerkliği. [Teacher autonomy and school autonomy] Retrieved 01 June, 2020 from https://tedmem.org/mem-notlari/degerlendirme/ogretmen-ozerkligi-ve-okul-ozerkligi-uzerine

  30. Uysal, R. (2012). Compliance of Turkish lesson student workbooks and teachers reference books according to constructivist learning approach (primary school 4th grade) (Unpublished master thesis). Mehmet Akif Ersoy University, Burdur, Turkey.

  31. Yavuz, M. (2016). Eğitimde özerklik üzerine [On autonomy in education]. Retrieved 01 June, 2020 from  https://tedmem.org/dosya-konusu/doc-dr-mustafa-yavuz-ile-egitimde-ozerk­lik-

  32. Yildirim, A. & Simşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.

  33. Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, California: sage publications

  34. Yurdakul, S., Gur, B. S., Çelik, Z. & Kurt, T. (2016). Öğretmenlik mesleği ve mesleğin statüsü [The teaching profession and the status of the profession]. Ankara, Eğitim Bir-Sen Yayınları.

  35. Yurtbakan, E., & Ozsevgec, L. C. (2019). The view of primary school teachers about the necessity of teacher’s guidebooks. Milli Eğitim Dergisi, 48(222), 127-147.