THE VIEWS OF THE PRIMARY-SCHOOL TEACHING DEPARTMENT’S STUDENTS RELATING TO TEACHING TURKISH LANGUAGE

There are various stages in education. Primary schools from one of these stages and arranged according to the ages of the students are admitted as the main stage of the education. In primary school, student is intended to be educated and improved in all respects. In Turkey, teachers who have been responsible for the education teaching agency in primary school lasting four years since 2012 are primary- school teachers. Primary-school teachers must be well educated so as to provide the qualification in primary schools education. In Turkey, one must graduate from primary-school teaching department within faculty of education in universities to be able to be a primary-school teacher, which is a requirement. One of the courses of this department is ‘Turkish Language Teaching course’ that is the course the primary-school teachers have mostly. The subjects of this course are expressed in the curriculum prepared by Higher Education Council; however, how to teach it falls on the teacher responsible for its teaching. That’s why here it is aimed to have the point of views of the primary-school students relating to teaching the course ‘Turkish’. The study has been patterned as the descriptive research in scanning model. The data have been examined with descriptive analysis method. The research was executed in the academic year of 2013-2014 in Mersin University. Participants were made up of 80 students studying primary-class teaching in third class. That ‘Turkish Language Teaching ‘ course should be implemented with micro teaching method, that micro teaching is helpful, besides, the opinion that teaching theoretical knowledge more would be useful were all expressed by most of the participants. Also, it was noted that when lecturing the course ‘Turkish Language Teaching ’ there were not so many problems, and the problems experienced were mostly because of the excitement resulting from taking camera, time limit and also because of the technological deficiency in infrastructure of the class. At the end of the research, the duration of this course was proposed to be prolonged by two terms and to be taught with micro teaching method.