The functionality of the lesson assistance model in teaching turkish as a foreign language

The aim of this study using the model of teaching Turkish as a foreign language course in teaching their courses with the assistance of remote online training tools is exhibited in the group stages of preparation and reflection activities, and to examine the changes is in the process of these activities. The research was designed with a single case study within the scope of the qualitative research model. The participants of the study consist of three lecturers working at the TÖMER Unit of Gaziantep University. The data of the research were collected online through observation, interview and document review. During the research process, it was observed that team members were able to approach their own teaching behavior more critically, make decisions aimed at self-regulation, anticipate possible situations that may occur in the lesson and questions that may be asked. It has been determined that the discussions made in the preparatory and reflection studies increase the success of the course process. Mostly controllable causal attributions were made for the failures that occurred during the application. As the research process deepened, it was seen that there was a decrease in causal attributions made about the failures of the course. Based on the causal attributions made at the end of the course, regulatory decisions were made for the next research course. The general results of the research reveal that the cycle of the model contributes to the professional development of the participants, increases their motivation for teaching and improves their self-regulation processes.