Investigating the Turkish teaching programs of Republic Period (1924-2018)

It could be said that educational institutions and teachers have a very significant role in Turkish language education that individuals start to acquire in the family. The curriculums guide teachers and educational institutions in order to conduct Turkish education in a planned manner. Education approaches give shape to the curriculums. Because the elements of the curriculums' objectives, contents, educational situations and assessments are interacting, they are affected by educational approaches as well. The aim of this study is to reveal developments and changes in the elementary and secondary schools of the Turkish teaching programs whi ch have applied in Turkey, since the proclamation of the Turkish Republic until today. In this study tried to be revealed similarities and differences in the objectives, contents, educational situations and assessments of primary stage Turkish teaching programs of the years 1924, 1926, 1930, 1936, 1948, 1968, 2009; secondary stage Turkish teaching programs of years 1924, 1930, 1931-1932, 1938, 1949, 1951, 1962, 1970, 1995, 2006; primary and secondary stages Turkish teaching programs of the years 1981, 2015, 2017, 2018. Having been a qualitative study, the document analysis technique was used in the study. At the end of the study, it has been observed significant differences, developments and changes in the considered passing period, between the objectives, contents, educational situations and assessments of the Turkish teaching program of the 1924, which was the first program after the proclamation of republic, and, Turkish teaching program of the 2018. Although these developments were first observed in the Turkish teaching program of the 1981, it is seen that greater developments were experienced with the change of the Turkish teaching program of the 2006. While there is no expression of learning outcomes in the primary stage Turkish teaching programs of the years 1924, 1926, 1930, 1936, 1948, 1968, secondary stage Turkish teaching programs of the years 1924, 1930, 1931-1932, 1938, 1949, 1951, 1962, 1970, 1995; primary and secondary stages Turkish teaching programs of the year 1981objectives are given in terms of learning areas in the Turkish teaching programs of the year 2006 and the programs of following years, Unlike the previous programs, course subjects are divided into themes in the Turkish teaching programs of the years 2006, 2009, 2015, 2017 and 2018 due to the thematic and skill approach. Moreover, for the first time, a section which is related to educational situations was included in the 1981 program. With including the constructivist approach to education, educational situations have been taken into consideration in the 2006 program and the programs of following years as well. And, a section which is related to testing situations was seen first in the 1981 program. There are data related to traditional evaluation techniques and complementary evaluation techniques in the 2006 program and the programs of following years. Keywords: Curriculum development, Turkish teaching programs, objective, content, educational situations, testing situations