Educational status, academic activities and problems encountered by teachers working in Turkish language teaching centres during education and training processes

The objective of this study is to conduct a case analysis of the teaching staff working in Turkish Language Teaching Centres (TÖMER) in order to identify any potential issues they may be facing. In the first phase of the study, a case study, one of the qualitative research designs, was employed, while in the second phase, data were collected through semi-structured interviews. The qualitative research method was utilised throughout the study, and it was conducted in accordance with the case design. The study population consisted of lecturers working in TÖMERs in Turkey. The sample group consisted of 14 instructors working in TÖMERs who were selected at random. The researcher developed two data collection tools, the 'Structured Opinion Form (SIF)' and the 'Instructor Control Form (ICF)', which were used in the study. During the course of the research, opinions were sought from 14 instructors working in TÖMERs. In addition, information about the instructors working in TÖMERs was gathered from 91 of the TÖMERs examined. While analysing the collected data, content analysis, one of the qualitative data analysis tools, was used in the PDSF, and descriptive analysis, one of the qualitative data analysis techniques, was used in the TECF. As a result of the research, it was found that the lecturers working at TÖMERs encountered some problems arising from financial impossibilities and lack of infrastructure, planning and management problems, classroom and course organization practices, language and grammar teaching, lack of materials, and measurement and evaluation practices. It has been observed that the absence of an undergraduate program for teaching Turkish as a foreign language has a negative impact on education practices, and it has been determined that TÖMERs should be accredited according to international criteria. It has been found that certificate programs for teaching Turkish as a foreign language affects the functioning of this field negatively. It was observed that some of the lecturers working at TÖMERs did not study the program prepared by the Maarif Foundation, and most of the lecturers who studied it thought that the program was prepared in accordance with the Common European Framework of Reference for Languages. In addition, it was determined that the principals, deputy principals and instructors working in TÖMERs generally had undergraduate, master's and doctoral degrees in the Turkish language and literature department, and when the percentage of publications on the teaching of Turkish as a foreign language was analyzed, it was seen that the frequency of publications was low.