Evaluation of the first reading and writing process of the Turkish Century Education Model according to teachers' opinions

This study evaluates the initial literacy process based on teacher perspectives regarding the updated Turkish Language Teaching Program within the scope of the Turkey Century Maarif Model. The aim is to examine the reflections of the new program on the initial reading and writing process through teachers' experiences and to identify positive and negative aspects encountered during implementation. Using criterion sampling, 28 classroom teachers participated in the study. Data were collected through semi-structured interviews and analyzed via content analysis. Findings indicate that the emphasis on national and spiritual values in the 2024 Primary School Turkish Language Teaching Program was positively received, highlighting the importance given to Turkish culture. Aspects such as letter sequencing, writing areas, instructional time, textbooks, and assessment processes were examined through teacher feedback. The new program's more logical and meaningful letter sequencing facilitated learning, though some letters introduced early or in different orders caused confusion. Writing spaces were generally adequate, and the use of lined notebooks supported handwriting development; however, the spacing was insufficient for the formation of tail letters. Flexibility in instructional time and repetition for certain letters were emphasized. Teachers had differing opinions on difficulties distinguishing visually similar letters and the removal of colored syllables and visuals. Textbooks developed according to the program were generally viewed as varied and guiding, yet some teachers noted issues related to content and duration. The assessment process was criticized for lacking systematic structure, with developmental reports described as complex, time-consuming, and difficult to interpret. Keywords: Türkiye Century Maarif Model, Primary Reading and Writing, Teacher