Reflections of the Türkiye Century Education Model in the Classroom: Teachers' Views

Remziye Uludağ Kırçıl; Şafak Uluçınar Sağır

Article Details

Reflections of the Türkiye Century Education Model in the Classroom: Teachers' Views

Authors:

Remziye Uludağ Kırçıl | Şafak Uluçınar Sağır

Publisher:

Erciyes University

Main Topics:

Eğitim Programları ve Öğretim (Diğer)

Journal:

Erciyes Journal of Education Vol.9 Issue 1, pp.24-46

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001349536

pISSN:

2602-3830

Keywords:

Abstract:

 The purpose of this study is to investigate the views of teachers who teach first graders regarding the Türkiye Century Education Model TCEM. The research was conducted as a case study, one of the qualitative research methods. Fifteen primary school teachers working in various schools in X province during the 20242025 academic year participated in the study. Criterion sampling was used to determine participants. Data were collected using an interview form developed by the researchers and distributed online for ease of access. The data were analyzed through content analysis. Teachers expressed positive views on TCEM and believed they implemented the model successfully. They emphasized the virtue-value-action framework and carried out related activities. However, they had difficulty conceptualizing components such as student profiles and inter-program elements. Teachers found the Turkish textbook adequate, used process-oriented assessment methods, and generally did not encounter problems during the initial reading and writing instruction. No notable difference was observed between teachers who used reflective practices and those who did not. Although nationwide seminars and training sessions were organized regarding the curriculum change, teachers reported that the training they received was insufficient. They lacked adequate knowledge about student profiles, inter-program components, teacher reflections, enrichment and support practices, and assessment approaches. Since the program is being implemented gradually, it is recommended that future textbooks and training for second grade address these deficiencies through more comprehensive planning.

 The purpose of this study is to investigate the views of teachers who teach first graders regarding the Türkiye Century Education Model TCEM. The research was conducted as a case study, one of the qualitative research methods. Fifteen primary school teachers working in various schools in X province during the 20242025 academic year participated in the study. Criterion sampling was used to determine participants. Data were collected using an interview form developed by the researchers and distributed online for ease of access. The data were analyzed through content analysis. Teachers expressed positive views on TCEM and believed they implemented the model successfully. They emphasized the virtue-value-action framework and carried out related activities. However, they had difficulty conceptualizing components such as student profiles and inter-program elements. Teachers found the Turkish textbook adequate, used process-oriented assessment methods, and generally did not encounter problems during the initial reading and writing instruction. No notable difference was observed between teachers who used reflective practices and those who did not. Although nationwide seminars and training sessions were organized regarding the curriculum change, teachers reported that the training they received was insufficient. They lacked adequate knowledge about student profiles, inter-program components, teacher reflections, enrichment and support practices, and assessment approaches. Since the program is being implemented gradually, it is recommended that future textbooks and training for second grade address these deficiencies through more comprehensive planning.

 The purpose of this study is to investigate the views of teachers who teach first graders regarding the Türkiye Century Education Model TCEM. The research was conducted as a case study, one of the qualitative research methods. Fifteen primary school teachers working in various schools in X province during the 20242025 academic year participated in the study. Criterion sampling was used to determine participants. Data were collected using an interview form developed by the researchers and distributed online for ease of access. The data were analyzed through content analysis. Teachers expressed positive views on TCEM and believed they implemented the model successfully. They emphasized the virtue-value-action framework and carried out related activities. However, they had difficulty conceptualizing components such as student profiles and inter-program elements. Teachers found the Turkish textbook adequate, used process-oriented assessment methods, and generally did not encounter problems during the initial reading and writing instruction. No notable difference was observed between teachers who used reflective practices and those who did not. Although nationwide seminars and training sessions were organized regarding the curriculum change, teachers reported that the training they received was insufficient. They lacked adequate knowledge about student profiles, inter-program components, teacher reflections, enrichment and support practices, and assessment approaches. Since the program is being implemented gradually, it is recommended that future textbooks and training for second grade address these deficiencies through more comprehensive planning.

 Bu araştırmanın amacı, birinci sınıfı okutmakta olan öğretmenlerin Türkiye Yüzyılı Maarif Modeline TYMM yönelik görüşlerinin incelenmesidir. Nitel araştırma yöntemlerinden durum çalışması ile araştırma yürütülmüştür. Araştırmaya, 2024-2025 eğitim-öğretim yılında X ilinde çeşitli ilkokullarda görev yapan 15 birinci sınıf öğretmeni katılmıştır. Katılımcılar ölçüt örnekleme yöntemi kullanılarak belirlenmiştir. Verilerin toplanmasında araştırmacıların geliştirdiği görüşme formu kullanılmıştır. Veriler, erişim kolaylığı açısından online form haline getirilerek sınıf öğretmenlerine ulaştırılmıştır. Verilerin çözümlenmesinde içerik analiz yöntemi kullanılmıştır. Sonuç olarak öğretmenler TYMMye ilişkin olumlu görüşler sunmakta, modeli başarılı olarak uyguladıklarını düşünmektedirler. Modelin erdem-değer-eylem çerçevesine önem verdikleri ve bu doğrultuda çalışmalar yaptıkları ancak öğrenci profilleri, programlar arası bileşenler gibi ögeleri programın yapısına kavram olarak zihinlerinde doğru olarak yerleştiremedikleri belirlenmiştir. Öğretmenlerin Türkçe ders kitabını yeterli buldukları, süreç odaklı değerlendirmeleri kullandıkları, ilk okuma yazma sürecinde genel olarak zorlanmadıkları belirlenmiştir. Programa veri kaynağı sağlayacak öğretmen yansıtmalarını kullanan ve kullanmayan öğretmenler arasında sayıca dikkate değer farklılık görülmemektedir. Bilindiği üzere öğretim programındaki değişikliklerle ilgili ülke genelinde TYMM tanıtımına yönelik seminer ve eğitimler düzenlenmiştir. Araştırmaya katılan öğretmenlerin görüşlerinden bu eğitimleri almalarına rağmen programdaki öğrenci profilleri, programlar arası bileşenler, öğretmen yansıtmaları, zenginleştirme ve destekleme uygulamaları, ölçme değerlendirme konularında yeterli düzeyde bilgilendirme olmadığı ve verilen eğitimlerin yetersizliği ortaya çıkmaktadır. Program değişikliği kademeli olarak gerçekleştirildiğinden bir sonraki aşamada ikinci sınıflar için hazırlanacak ders kitapları ve verilecek öğretmen eğitimlerinde bu eksikliklerin giderilmesi ve daha geniş kapsamlı bir planlamanın yapılması önerilebilir.

Article Details

Reflections of the Türkiye Century Education Model in the Classroom: Teachers' Views

Authors:

Remziye Uludağ Kırçıl | Şafak Uluçınar Sağır

Publisher:

Erciyes University

Main Topics:

Eğitim Programları ve Öğretim (Diğer)

Journal:

Erciyes Journal of Education Vol.9 Issue 1, pp.24-46

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001349536

pISSN:

2602-3830

Education Model

primary school

curriculum

teacher viewsMaarif Modeli

ilkokul

öğretim programı

öğretmen görüşü

Issues

Article Details

Authors: Remziye Uludağ Kırçıl | Şafak Uluçınar Sağır

Publisher: Erciyes University

Main Topics: Eğitim Programları ve Öğretim (Diğer)

Journal: Erciyes Journal of Education Vol.9 Issue 1, pp.24-46

Document Type: Article

Publication Date: 5/2025

Document Language: Turkish

Document ID (Org No.): 2001349536

pISSN: 2602-3830

Issues

Authors:

Remziye Uludağ Kırçıl | Şafak Uluçınar Sağır

Publisher:

Erciyes University

Main Topics:

Eğitim Programları ve Öğretim (Diğer)

Journal:

Erciyes Journal of Education Vol.9 Issue 1, pp.24-46

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001349536

pISSN:

2602-3830