The opinions of Turkish teachers on the application ofconstructivist approach methods and techniques ingrammar teaching: The Kirşehi̇r example

The aim of this study is to identify the methods and techniques used in grammar teaching within the framework of the constructivist approach in Turkish language classes at middle schools in Kırşehir, and to examine the extent to which these methods and techniques are implemented. The study was designed as a qualitative case study. The study group consists of 40 Turkish language teachers working at secondary schools affiliated with the Kırşehir Provincial Directorate of National Education in the central district of Kırşehir during the 2023–2024 academic year. Semi-structured interview forms and the 5th-grade Turkish language textbook were employed as data collection instruments in the study. The interview form comprised six open-ended questions addressed to the participants. Prior to data collection, the required permissions were obtained from the relevant authorities and institutions for the administration of the interview form. he data collected through the interview forms were analyzed by means of descriptive analysis, where as document analysis was used in the process of examining the textbook. The analysis of the interview forms revealed that the participants implemented various methods and techniques consistent with the constructivist approach in grammar teaching, adapting them to the content of the lessons. It was also found that traditional instructional methods such as direct instruction and question–answer techniques were frequently used during the teaching process. The use of materials such as smart boards and digital resources has significantly increased, and teachers generally paid attention to ensuring active student participation in lessons. However, in the grammar assessment process, traditional evaluation methods were used more often, and process-oriented assessments within the framework of the constructivist approach were not sufficiently emphasized. As a result, it was determined that although the teachers in the study group incorporated constructivist approaches, methods, and techniques into their grammar teaching processes at the middle school level, they tended to prefer traditional methods and techniques during the assessment stage. The 5th-grade Turkish textbook was examined within the context of the 2024 Turkish Language Curriculum, which was prepared under the Türkiye Yüzyılı Maarif Model (Century of Türkiye Education Model), in terms of its general approach and objectives, the presentation of grammar topics within language structures, skill-based and holistic orientation, the manner of topic presentation, topic–learning outcome alignment, values education and cultural integrity, and the appropriateness of assessment and evaluation activities. Based on the data obtained through document analysis, it was concluded that the Ministry of National Education's 5th-grade Turkish textbook is consistent with the 2024 TYMM Turkish Language Curriculum.