Writing skill, which is the last learned skill among the four basic language skills, requires many mental, physical and affective activities to be performed together. The writing process, which still has some mysteries despite its nearly five thousand-year history, has not yet been fully understood, although various models have been put forward. In understanding this process, the role of the instructors, who contribute to the development of writing skills and are the triggers of this writing process and the guide of various stages, cannot be denied. In this respect, it is thought that teachers' beliefs about writing skills affect the writing process. The aim of this research is to determine the beliefs of teachers teaching Turkish at the Turkish Teaching Application and Research Center (TÖMER) operating within a state university about writing skills. The study was carried out with the case study method, one of the qualitative research designs. The study group consists of 9 teachers (5 men, 4 women) who teach Turkish as a second foreign language. As a data collection tool, a semi-structured interview form developed by the researchers was prepared. Content analysis was used in the analysis of the data. The answers given by the participants were themed and interpreted by the researchers. In the findings obtained in the study, the beliefs of the participants about writing skills in teaching Turkish as a second language were revealed.
Writing skills, writing beliefs, second language teaching.