KOÇAK, Ferda; Simsek, Ali; (2022) Öğretmenlerin ders kitabı kullanımı ile ilgili araştırma raporu. Talim ve Terbiye Kurulu Başkanlığı (Board of Education of Türkiye): Ankara, Turkey.

Text (2022)_A research report on teachers' use of the textbook.pdf - Published Version Access restricted to UCL open access staff Download (2MB)

Abstract

Textbooks are among the most important fundamental materials used in the teaching and learning envi- ronment. Effective and fruitful use of the textbook is of great importance in improving and enriching the learning experience for both students and teachers. Teachers are expected to exploit the full pedagogical potential offered by the textbook in a way that promotes students’ learning in learning environments. For this reason, researchers have emphasized that a holistic understanding of teachers’ use of textbooks in learning environments is important in order to support their effective use of textbooks. The aim of the research study reported here is to examine how often and for what purpose(s) teachers use textbooks provided by the Ministry of National Education of Türkiye (MoNE) in learning environments. Remillard’s (2005) theory, which focuses on teachers’ use of curriculum materials and their relationship with these materials, was selected as a theoretical framework for the research. In this research, a quantitative re- search methodology was adopted using a descriptive survey. The sample of the research consisted of a total of 9508 teachers from different disciplines working at lower and upper secondary public schools in selected provinces representing 12 different regions of Türkiye in the Statistical Region Units Clas- sification (NUTS) Level 1. In the research, data were collected through the survey developed by the researchers. SPSS 23.0 package program was used for statistical analysis. Research findings indicated that teachers’ use of textbooks in learning environments is relatively frequent for different purposes. The findings also showed that teachers use textbooks in learning environments most frequently for the following four purposes (within the scope of those given in the survey); (i) to determine the topics they want to teach, (ii) to ensure equal opportunity among students, (iii) to follow the goals of curriculum, and (iv) to encourage pupils to use it during lesson preparation. On the other hand, according to the research findings, teachers use textbooks in learning environments most rarely for the following two purposes; (i) to access to educational electronic contents that support learning and (ii) to develop a complementary assessment tool. In this research, teachers’ use of textbooks in learning environments was also analyzed and reported according to different variables: While teachers’ use of textbooks in learning environments differs sta- tistically with regard to provinces, school types at upper secondary level, disciplines at lower and upper secondary school levels, years of experience in teaching, and education level; there is no statistical difference in terms of school levels and types of schools at lower secondary school level. Based on the quantitative data, this research provides a general picture of teachers’ use of textbooks in learning environments in Türkiye. The findings of the research have the potential to offer important implications for teaching and learning. We consider that the survey developed and administered to a large sample of teachers in this research would be useful for further research and thus make an important contribution to the existing literature. Finally, the results of the research would support the data-based decision-making process of policy makers and other stakeholders.

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