An examination of teachers' views on the initial reading and writing instruction process within the scope of the Primary School Turkish Language Curriculum

In order to evaluate in a healthy manner the reflections of the Turkey Century Maarif Model Primary School Turkish Language Curriculum on the initial literacy teaching process, it is necessary to systematically examine the experiences and opinions of teachers who directly carry out this process. The aim of this study is to examine the opinions of classroom teachers regarding the initial literacy teaching process included in the Türkiye Century Education Model Primary School Turkish Language Curriculum. In this research, a qualitative descriptive research method was used. In the selection of classroom teachers to be included in the study group, criterion sampling and maximum variation sampling methods, which are among purposive sampling methods, were used. The study group consists of 23 classroom teachers who were working as first grade teachers in the central districts of Şanlıurfa in the 2024–2025 academic year and participated on a voluntary basis. A semi-structured interview form developed by the researcher was used as the data collection tool in the study. The collected data were analyzed using the thematic analysis method. The findings indicate that in order for the curriculum to be implemented effectively, it is necessary to strengthen implementation support, teacher guidance, and content development efforts appropriate to the student level. The results obtained in the study reveal that the theoretical framework of the curriculum is strong; however, it is shaped by differences between the implementation process and instructional environments, deficiencies in materials and guidance, and teacher experiences. In this context, it can be recommended to develop teacher guides that will support the implementation process and to enrich content and materials appropriate to the student level.