an analysis of secondary education Turkish Language and Literature Course with regards to the 21st century skills

The aim of this study is to analyze the renewed curricular acquisitions of Secondary Education Turkish Language and Literature lesson and applicability of these acquisitions with regards to the 21st century skills. In line with the purpose of the study, curricular gains of 9th grade Secondary Education Turkish Language and Literature lessonas published in 2017, the texts and activities available in the 9th grade course-book of Secondary Education Turkish Language and Literature lesson as well as teacher and student opinions were examined. The study was designed with the case study method among the qualitative research methods. The study group of the research consisted of 12 teachers who wereselected by criterion sampling technique among those teaching Turkish Language and Literature to 9th graders at a secondary education institution in Antalya city center in 2017-2018 academic year, and of 72 students who were selected by the same technique, among those studying at 9th grade in Antalya city center. Semi-structured interview form and semi-structured observation form were used to collect data in the study. The data collected were analyzed by descriptive analysis method. 21st century skills were selected as the theme in descriptive analysis process. While there were various acquisitions related to information literacy and critical thinking skill in 9th grade Turkish Language and Literature Curriculum, there were no acquisitions related to creativity and renewal, social and intercultural skills, media literacy, leadership and responsibility skills. While the 9th grade course-book of Turkish Language and Literature lesson had several texts about information literacy, it had no texts about entrepreneurship or self-orientation skills. It was further found that the skills were not evenly distributed in texts. While the course-books had several activities related to information literacy, they had no texts related to media literacy, productivity and responsibility, communication and collaboration, entrepreneurship and self-orientation, leadership and responsibility skills. It was found that teachers had difficulties in teaching information and communication technologies literacies and that, information and media literacies remained only at knowledge level. It was concluded that teachers did not have sufficient knowledge about the curriculum, and they were unable to reflect their knowledge fully in the education process. The students had insufficient knowledge about creativity and renewal, critical thinking and problem solving, productivity and responsibility, leadership and responsibility, social and intercultural skills, information and communication technologies literacies; and they were unable to establish a correlation between these skills and Turkish Language and Literature lesson.