Abstract
ANALYSIS OF SECONDARY SCHOOL TURKISH COURSE BOOKS IN TERMS OF KEY COMPETENCES IN THE TEACHING PROGRAM
In this study, it was aimed to examine the texts and activities in the secondary school level Turkish textbooks by the competencies in the Turkish course curriculum. Case study and document review design, which are among qualitative research methods, were used in the research. The data source of the study consists of Turkish textbooks used in secondary schools affiliated with the Ministry of National Education as of 2020. Descriptive analysis approach was used in analyzing the data. Research discussed in the works, Competencies in Turkey and Turkish curriculum framework created by the finds were examined in the eight key competences axis. Validity and reliability of the findings obtained; provided with direct quotations and different expert opinions. According to the findings obtained from the research, it has been observed that the transfer of competence occurs more through activities than texts at all grade levels. In addition, it has been determined that there is no balanced distribution among the competencies in the books. At the text and activity level, communication competencies in the mother tongue, sociality and citizenship competencies, learning to learn competencies, cultural awareness and expression competencies were at the forefront, while digital competencies, initiative / entrepreneurship competencies and communication competencies in foreign languages were the least numbered competencies.
Keywords
Turkish textbook, curriculum, competence, text, activity.