Reflections of Turkish language teachers' experiences in their use of artistic stimuli in Turkish classes: A narrative inquiry

In this research, by focusing on the experiences of Turkish language processing from a chronological perspective, it is revealed how their use of artistic simple stimuli is shaped. This research, which was conducted using narrative research, one of the qualitative research designs, focused on the factors that determine whether Turkish teachers use artistic stimuli or not and their experiences regarding the ways they use stimuli. To determine the study group, purposeful sampling was used to ensure maximum diversity. In this context, in-depth interviews were held with 12 Turkish teachers working in Niğde, Tokat, Balıkesir, Ankara and Istanbul. In these interviews, semi-structured interview forms were used to examine the transformation of teachers' narratives within the framework of the life story approach, one of the types of narrative research. After the first interviews, teachers were asked to keep a diary in which they could share all their knowledge and experiences about teaching for four weeks. Then, second interviews were held with the teachers to evaluate the reflections of the narratives in the first interview on the diaries. Data obtained from interviews and diaries were analyzed with the help of MAXQDA 2022 qualitative data analysis program. Research findings revealed that teachers who include art in their personal lives or who understand the relationship of art with Turkish lessons in their educational life teach using artistic stimuli. In addition, it has been determined that the use of artistic stimuli remains in the background because the anxiety of placing students in qualified high schools with scores causes teachers to teach Turkish lessons by giving priority to grammar subjects. However, it has been determined that even teachers who use artistic stimuli do not use stimuli in Turkish lessons as discussed in the literature, they feel inadequate in this regard despite receiving postgraduate education, and they need good practices in the text processing process in the focus of artistic stimuli. Key Words: Turkish education, Turkish teachers, artistic stimulus, narrative research.