Evaluation of Turkish Teachers’ Views on Concept Teaching Process / Türkçe Öğretmenlerinin Kavram Öğretimi Sürecine İlişkin Görüşlerinin Değerlendirilmesi

Abstract

The aim of this research is to evaluate the opinions of Turkish teachers about the concept teaching process. The research was carried out with the phenomenological model of the qualitative research method. The study group was determined by the maximum variation sampling method. In this context, interviews were held with 26 Turkish teachers working in different districts and schools in Mardin province in 2021. The data collection tool of the research consists of a semi-structured interview form consisting of two parts and six questions. Content analysis technique was used in the analysis of the data. Analyzed views were divided into themes and codes. The percentage of agreement between the codings was found to be 0.90. As a result of the research findings, in the concept teaching process of Turkish teachers; It has been concluded that students attach importance to concretization, student-induced cognitive difficulties come to the fore, and materials of different structures and qualities are used. In addition, it is among the results that the concept teaching process has reflections on the cognitive and affective language development of the students and affects the speaking skills of the students the most.