Abstract
This study aims to investigate the opinions of aspiring Turkish language and literature teachers about the curriculum components of the 2018 program. Using a case study design, a qualitative research methodology was used to perform the study. 37 teacher candidates enrolled in a Turkish university’s faculty of education’s Turkish Language and literature teaching department served as the study’s participants. The participants’ opinions of the elements of the educational program were gathered using a semi-structured interview form with five open-ended questions. The study’s conclusions indicate that most teacher candidates have a “sufficient” degree of knowledge regarding the educational program’s goals, subject matter, teaching-learning methodology, and evaluation components. Their level of understanding of these components is sufficient, mostly as a result of the Turkish language and literature teaching program course and other pertinent courses. It was found, nevertheless, that compared to the other three aspects, there is less awareness of the “evaluation” element. Furthermore, teacher candidates have put out several recommendations to raise awareness of the program’s components. These recommendations include developing the curriculum, prioritizing it, planning seminars and conferences, emphasizing pedagogical formation, emphasizing experiential learning, using technology, setting up a suitable learning environment, increasing activity and practice hours, and developing the curriculum. Moreover, suggestions are given for structuring the course material, encouraging a passion for the field in the classroom, upholding professional ethics, and emphasizing the useful features. It is anticipated that this study would significantly advance program development and help comprehend how teacher candidates for Turkish language and literature view the course
Key words: Case study; components of educational programs; opinions; teacher candidates; Turkish education system; Turkish language and literature curriculum