Evaluation of the removal of teacher's guide books in primary schools according to teachers

The education system is also affected by the rapid development of science and technology. In order to train individuals who can meet the requirements of the age, a new program prepared according to the constructivist approach has been started to be used in Turkey since the 2005-2006 academic year (Güneş, 2009). Together with the renewed program, the Ministry of National Education has sent teacher's guide books to schools. While research and discussions on guidebooks are ongoing, the Ministry of National Education has put an end to the practice of sending guidebooks to teachers in primary schools. Teachers are practitioners of the program and guidebooks. The thoughts of teachers are important in determining the advantageous and disadvantageous situations that arise in situations where guidebooks are distributed and not distributed. The aim of this study is to evaluate the suspension of the distribution of teacher's guide books in primary schools according to the opinions of classroom teachers. Case study, one of the qualitative research methods, was used in the research. The research data were obtained by semi-structured interview form. During the interviews, teachers were asked about their thoughts on whether the guidebooks should continue to be distributed, the fluency and comprehensibility of the language, the impact on time, the need for a daily plan when using it, the impact on the work in the workbook, the need to meet the needs of generation Z, the importance of newly appointed teachers. The working group of the research consists of 31 classroom teachers working in public schools in Çankırı central district. Content analysis and descriptive analysis were used in the analysis of the data. As a result of the research, the vast majority of participants consider guidebooks necessary, and very few participants consider them unnecessary; the vast majority of guidebooks have a fluent and understandable language, and very few participants think that they need to be improved; while almost all of them think that guidebooks save time, very few participants have no effect on time, although almost all of them do not need a daily plan, very few teachers prepare their daily plans, the vast majority think that guidebooks have no effect on the work in the workbook, and a small number of participants think that they have a positive contribution; It was concluded that more than half of them think that they meet or partially meet the needs of generation Z, while close to half think that they do not meet, while the vast majority think that they are important for newly appointed teachers, and a small number of teachers think that they are unimportant. Keywords: Teacher's Guide Book, Primary School, Classroom Teacher, Teachers' Views.