An assessment on the learning scopes of secondary school Turkish language teachers

Native language education is transferred to students by Turkish lessons. People who apply Turkish Education Curriculum are Turkish teachers. Turkish teachers can make true establishing about these curriculums. They can determine curriculums imperfect parts, increase lessons productivity by making the true parts of the curriculum more important and they can give and idea to the program makers about transferring these true parts to the next curriculum. Therefore, thoughts of Turkish teachers about education curriculums are fairly important. Also in this research, it is wanted to evaluate Turkish teachers thought about Turkish Education Curriculum. This study which aims to determine views of secondary schools Turkish Language teachers on learning areas is a qualitative research that enables analyzing the data holistically. The participants of the study were Turkish Language teachers working at state secondary schools in province of Şanlıurfa. There are four sub-problem sentences of the study. These sentences of sub-problems are revealed for gaining Turkish Language teachers' point of views on learning areas in terms of acquisition, preparation process, tasks and the process of assessment and evaluation. As a result; 38 of Turkish Language teachers working at secondary schools had negative views about acquisitions of Turkish Lesson Curriculum learning area. 45 of the teachers responded negatively to the preparation tasks of Turkish Lesson Curriculum learning area. 39 of the teachers had negative views about the reflections of Turkish Lesson Curriculum learning area on activities. 39 of the teachers hold negative views about assessment and evaluation practices of Turkish Lesson Curriculum. Key Words: Turkish Lesson Curriculum (Turkish Teaching Program), Learning areas, acquisitions, preparation tasks, activities, assessment and evaluation practices