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Today, the need for materials in the field of teaching Turkish as a foreign language is increasing. Especially effective teaching materials play an important role in making the language learning process more efficient and interesting. In this context, examining academic studies on the preparation of teaching materials provides an important accumulation of knowledge in the field. The aim of this study is to examine master's and doctoral theses on material preparation in teaching Turkish as a foreign language. The theses accessed from the National Thesis Center covering the years 2014-2024 were taken as the basis. In this research, 27 theses that can be used in language teaching activities were analyzed using the document analysis method. In the scanning process, basic concepts such as "material, material preparation, material in Turkish teaching and material in teaching Turkish as a foreign language" were used. Descriptive analysis technique was used in the research. It was determined that the majority of the postgraduate theses examined in the study were at the master's level, most of the theses were done in 2019 and 2024, no thesis was found in 2020, it was intensified in recent years, and the method was more prominent. It was determined that the most frequently used keyword was "teaching Turkish as a foreign language" documents were mostly preferred as data collection tools was most commonly used in the studies. [ABSTRACT FROM AUTHOR]

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Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Süreç temelli yazma, yazma sürecinin öğretmen rehberliğinde, planlama, taslak yazma, gözden geçirme, düzenleme ve paylaşma vb. çeşitli alt boyutlarda ele alındığı bir yazma yaklaşımıdır. Öğrencinin yazılı anlatım becerisini olumlu yönde etkileyen bu yazma yaklaşımında öğretmenin rolü oldukça önemlidir. Bu çalışmanın amacı, Türkçe öğretmenlerinin süreç temelli yazmaya yönelik görüşlerini ve deneyimlerini belirlemektir. Bu amaçla çalışmaya katılmaya gönüllü olan 28 Türkçe öğretmenine yapılandırılmış görüşme formu uygulanmış ve elde edilen veriler betimsel analiz ve içerik analizi ile çözümlenmiştir. Öğretmenlerin cevaplarından elde edilen kodlar gruplandırılarak kategorilere ve kategoriler gruplandırılarak temalara ulaşılmıştır. Bu işlem sonucunda Türkçe öğretmenlerinin yazma amaçları ve yazma uygulamalarını içeren “Yazma” teması, süreç temelli yazmaya ilişkin görüşlerini içeren “Süreç Temelli Yazma” teması ve süreç temelli yazmaya ilişkin tespit ve önerilerini içeren “Süreç Temelli Yazmaya Yönelik Tespit ve Öneriler” teması olmak üzere üç ana temaya ulaşılmıştır. Araştırmadan elde edilen veriler doğrultusunda Türkçe öğretmenlerinin süreç temelli yazmaya ilişkin görüşlerinden hareketle bir yapıya ulaşılmıştır. Araştırma sonucunda, öğretmenlerin süreç temelli yazmayı kavram olarak bildikleri fakat nasıl uygulayacaklarına ilişkin bilgi ve deneyime sahip olmadıkları, süreç temelli yazma ile daha çok yüzeysel bir hazırlık çalışmasını kastettikleri görülmüştür. Öğretmenler her ne kadar süreç temelli yazmayı uyguladıklarını ifade etmiş olsalar da onların uyguladıkları yazma etkinliklerinin süreç temelli yazma kapsamında değerlendirilemeyeceği tespit edilmiştir. Bir başka sonuç olarak öğretmenlerin süreç temelli yazmanın faydalarını tespit ettikleri fakat alanda yapılan çalışma sonuçları ile örtüşmeyen sınırlılıklar belirttikleri tespit edilmiştir. Ayrıca öğretmenler, süreç temelli yazmanın, sınıf mevcuduna, ders saatlerine bağlı şartların uygun olduğu durumlarda uygulanmasının mümkün olduğunu, bunun için de olması gereken önerilerini sunmuşlardır.

Bu çalışmanın amacı, Türkçe öğretmenlerinin ana dili eğitiminde karşılıklı konuşma becerisine yönelik dil işlevleriyle ilgili görüşlerini incelemektir. Nitel araştırma yaklaşımının benimsendiği çalışmada görüşme yöntemi kullanılmıştır. Araştırmanın çalışma grubu, Türkiye’nin 7 bölgesindeki 18 farklı ilde görev yapan 30 Türkçe öğretmeninden oluşmaktadır. Öğretmenlerin görüşlerini alabilmek için araştırmacıların geliştirdiği açık uçlu yarı yapılandırılmış sorulardan oluşan “Ana Dili Eğitiminde Karşılıklı Konuşma Becerisine Yönelik Dil İşlevlerine İlişkin Öğretmen Görüşme Formu” kullanılmıştır. Ulaşılan veriler, içerik çözümlemesi kullanılarak analiz edilmiştir. Çalışmanın sonucunda ortaokullardaki konuşma becerisi eğitiminin günlük hayatla ilişkisinin zayıf olduğu ve konuşma becerisinde dil işlevlerine yönelik bir düzenlemeye gidilmesi ve öğretim programı, kazanımlar, ders kitapları, etkinlikler ile ölçme araç ve gereçlerinin dil işlevlerine yönelik hazırlanması gerektiği sonucuna ulaşılmıştır. Ayrıca dil işlevlerini Türkçe öğretmenlerine benimsetmek için çeşitli eğitimlerin verilmesi, etkinliklerin yapılmasına ihtiyaç olduğu bulgulanmıştır. Araştırma sonuçlarına dayalı olarak program geliştiriciler, ders kitabı yazarları, ölçme ve değerlendirme uzmanları ile öğretmenlere yönelik önerilerde bulunulmuştur.

Values are phenomena that shape individuals' belief systems, attitudes and behaviors. These elements that help form individuals' personalities are shaped from an early age. Therefore, it is of great importance to ensure that children acquire values correctly at all ages, starting from the pre-school period. It is possible to achieve these achievements with the help of family, educational institutions, media tools and literary works. Among these works, the importance of children's magazines in imparting values cannot be denied. Magazines that present different literary genres to readers at the same time support readers from various fields. Magazines for children are published at different frequencies and by different publishers. The children's magazine "Aile Çocuk", published by the Ministry of Family, Labor and Social Services, produces content for children. In this research, it was aimed to determine the values in 9 stories of the story type in the total of 9 published issues of the "Aile Çocuk" magazine. The document review method was used to determine the values. As a result of the research, a total of 16 different values and 66 value expressions were found in 9 story texts. Among these values, happiness, helpfulness, compassion-compassion and responsibility were the most frequently mentioned values. Sharing, self-sacrifice, self-confidence and appreciation were among the least mentioned values. Studies can be conducted on comparative value analyzes of the magazines examined in this study and the stories in different magazines. Again, research can be conducted with children and families who read the magazines subject to the research, examining the effects of these works on value acquisition. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the teachability of rhetoric with song lyrics to students in the eighth grade Turkish lesson. For this purpose, "What is the effect of the song lyrics used in eighth grade Turkish lessons on students' learning rhetoric?" and "Is there a gender difference in learning song lyrics and figures of speech in eighth grade Turkish lessons?" questions have been answered. The research was designed and conducted according to a single-group pre-test and post-test weak experimental design on the basis of the quantitative research approach. The sample of the study consists of 19 eighth grade students selected by the easily accessible sampling method in Pasinler district of Erzurum. As a data collection tool in the research, the "Special Arts Test" consisting of 20 questions was used, which was composed of the items asked about the content of the verbal arts in the exams held throughout Turkey. The research was carried out in a school affiliated to the Ministry of National Education for 2 weeks in the first semester of the 2018-2019 Academic Year. In the research, firstly, songs with different examples of rhetoric were selected and worksheets were prepared with lyrics. During the lesson, the students were listened to the songs containing the rhetoric and the parts related to the rhetoric in the songs were examined. In the worksheets, activities related to rhetoric were carried out and the students were asked to find the song samples related to the rhetoric they chose and share them with their friends. The data obtained with the "Lyrics Test", which was applied as a pre-test and post-test, were organized and analyzed using descriptive and difference statistics. According to the findings, it was determined that there was a significant difference between the pre-test and post-test averages of the students. Based on this result, it can be stated that the lyrics used in the eighth grade Turkish lessons have a positive effect on the students' learning of rhetoric. Whether the song form can be used to teach different subjects in Turkish lessons may be the object of new research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Literature Studies is the property of Turkiye Dil ve Edebiyat Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Özel yetenekli çocuklar farklı düşünme becerilerine sahip olmaları, ileri düzeyde yaratıcı düşünme becerileri sergilemeleri ve bilişsel yetenekleri konusunda olağan gelişim gösteren çocuklardan farklılık gösterirler. Özel yetenekli çocukların bu farklılıklara sahip olmaları onların okuduğunu anlama ve yaratıcı okuma becerilerine de yansımaktadır. Bu amaçla mevcut araştırmanın amacı dördüncü sınıfa devam eden olağan gelişim gösteren ve özel yetenekli öğrencilerin okuduğunu anlama ve yaratıcı okuma becerilerini arasındaki ilişkiyi incelemektir. Bu amaç doğrultusunda olağan gelişim gösteren ve özel yetenekli öğrencilerin okuduğunu anlama ve yaratıcı okuma becerileri cinsiyet, okul öncesi eğitim alma durumu, anne eğitim durumu ve baba eğitim durumu değişkenleri açısından incelenmiştir. Mevcut araştırmaya İstanbul, Kahramanmaraş, Kırklareli ve Diyarbakır şehirlerinden 131 olağan gelişim gösteren öğrenci ile BİLSEM’de eğitim gören 101 özel yetenekli öğrenci olmak üzere toplamda 232 öğrenci dahil edilmiştir. İlişkisel tarama deseni kullanılan araştırmada kişisel bilgi formu, okuduğunu anlama başarı testi ve 3 alt boyuta sahip yaratıcı okuma sürecini değerlendirme ölçeği kullanılmıştır. Veriler SPSS 27.0 programı ile (T-test, Mann- Whitney U, Kruskal Wallis-H ve pearson korelasyon analizi) analiz edilmiştir. Analizler sonucunda elde edilen bulgulara göre okuduğunu anlama ve yaratıcı okuma becerisi özel yetenekli öğrencilerin lehine anlamlı bir şekilde farklılık göstermektedir. Olağan gelişim gösteren ve özel yetenekli öğrencilerin cinsiyete göre okuduğunu anlama ve yaratıcı okuma becerileri toplam puan ortalamalarında her iki öğrenci grubu için de kız ve erkek öğrenciler arasında anlamlı farklılık görülmemiştir. Olağan gelişim gösteren öğrencilerin okul öncesi eğitimi alma durumuna göre yapılan analizler sonucunda okuduğunu anlama ve yaratıcı okuma becerilerinde anlamlı farklılık görülmemiştir fakat özel yetenekli öğrenciler arasında okuduğunu anlama ve yaratıcı okuma becerileri okul öncesi eğitim alanlar lehine anlamlı farklılık göstermektedir. Anne-baba eğitim düzeyine göre her iki gruptaki öğrencilerin okuduğunu anlama ve yaratıcı okuma becerilerinde anlamlı farklılık tespit edilmemiştir. Ayrıca yapılan korelasyon analizine göre olağan gelişim gösteren öğrencilerin okuduğunu anlama ve yaratıcı okuma becerilerinde anlamlı bir ilişki bulunmazken özel yetenekli grup adına anlamlı ve pozitif yönde ilişki bulunmuştur. Araştırma sonucuna göre elde edilen bulgular ve literatür göz önünde bulundurularak eğitimciler, araştırmacılar ve ailelere birtakım öneriler getirilmiştir.

Bu araştırmanın temel amacı, Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle Türkçe öğretmeni adaylarına verilen özetleme stratejileri öğretiminin, öğretmen adaylarının hikâye edici metinleri özetleme becerilerine etkisini incelemektir. Nicel bir araştırma olan çalışmada ön test-son test kontrol gruplu desenden yararlanılmıştır. Araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı bahar döneminde Gazi Üniversitesi Gazi Eğitim Fakültesi Türkçe Eğitimi Ana Bilim Dalı üçüncü sınıfta öğrenim gören 48 öğretmen adayı oluşturmuştur. Araştırma; deney grubunda 24, kontrol grubunda 24 öğrenci olmak üzere toplam 48 katılımcıyla yürütülmüştür. Eğitim süreci boyunca deney grubunda yer alan öğretmen adaylarına Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle özetleme stratejileri öğretimi yapılırken kontrol grubundaki öğretmen adaylarına yönelik herhangi bir uygulama gerçekleştirilmemiştir. Uygulama 8 hafta, 16 ders sürmüştür. Deney ve kontrol grubunda yer alan öğretmen adaylarının özetleme stratejilerini kullanma becerilerini ölçen ön test ve son testler, dereceli puanlama anahtarı ile değerlendirilmiştir. Araştırmada elde edilen veriler Bağımsız Gruplar t-Testi, Mann-Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Araştırma sonucunda Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle özetleme stratejileri öğretiminin, öğretmen adaylarının hikâye edici metinleri özetleme becerilerini geliştirdiği sonucuna ulaşılmıştır.

Şiir, Türkçe dersi öğretim programında her sınıf düzeyinde okutulması gerektiği belirtilen, ders kitaplarında da yeri olan bir metin türüdür. Şiir türünün öğretimiyle ilgili yapılan çalışmalarda hem öğretmenlerin hem de öğrencilerin bu türe karşı ilgisizliklerinin ve ön yargılarının mevcut olduğu zikredilmektedir. Bu çalışmanın amacı şiir türünün Türkçe Eğitimindeki yerini Türkçe dersi öğretim programı, Türkçe ders kitapları ve Türkçe öğretmenlerinin görüşleri doğrultusunda değerlendirmektir. Çalışma durum çalışması yöntemiyle gerçekleştirilmiş ve üçgenleme stratejisinden yararlanılarak çalışmada veri çeşitliliği sağlanmıştır. Çalışmada 2019 Türkçe Dersi Öğretim Programı, Millî Eğitim Bakanlığı Yayınlarından çıkmış 5, 6, 7 ve 8. sınıf ders kitapları ve Türkçe öğretmenlerinin görüşleri incelenmiştir. Uygun örnekleme yöntemiyle belirlenen çalışma grubunu Millî Eğitim Bakanlığına bağlı ortaokullarda çalışan 21 öğretmen oluşturmaktadır. Öğretmenlerin görüşleri Google Formlar uygulamasında hazırlanan yarı yapılandırılmış Şiir Öğretimine İlişkin Görüş Formu ile çevrim içi olarak toplanmıştır. Çalışmanın sonucunda şiirin bir tür olarak Türkçe Eğitimi süreç ve materyalleriyle yeterince bütünleştirilemediği ve Türkçe öğretmenlerinin şiire ve öğretimine önem vermekle birlikte bu alanda birtakım yetersizlikler yaşadığı sonucuna varılmıştır. Çalışmanın sonunda Türkçe Eğitiminde şiir öğretiminin yeri ve önemine ilişkin bazı önerilerde bulunulmuştur.

Bu çalışma, Türkiye’deki Türkçe eğitimi üzerine çalışılan akademik metinlerin tür analizi çerçevesinde çeşitli başlıklar altında söylem analizinin yapılmasını ve ilgili makalelerin uzman görüşleri ile değerlendirilerek bilimsel dile ve yapıya uygunluğunun incelemesini amaçlamaktadır. Bu araştırma için Türkçe eğitimini konu alan makaleler çalışma materyali olarak kullanılmıştır. Makaleler Türkçeye uyarlanan makale inceleme formatı ile doküman incelemesine tabi tutulmuştur. Ardından Türkçe eğitimi makalelerinin yayınlandığı dergilerin Türkçe eğitimi alan editörleriyle araştırmacı tarafından geliştirilen görüşme formuyla Türkçe eğitimi makalelerinin durum hakkında görüşme tekniği ile veri alınmıştır. Bu verilerin işlenmesi ve yorumlanması makalenin bulgular kısmında, karşılaştırması ise tartışma bölümünde yapılmıştır. Araştırma kapsamında 402 makale incelenmiş ve 12 editör ile mülakat yapılmıştır. Bulgular, her bir veri setinin ayrı ayrı incelenmesini, tartışma ise veri setlerinin ilişkilendirmesini içermektedir. Bu çalışma ile Türkçe eğitimi makalelerinin sorunlarının tespit edilmesi, yazarın çalışmadaki konumu ve topladığı verileri nasıl kullanması gerektiğine yönelik yöntem bilimsel, bağlamsal, epistemolojik ve içeriğe dayalı öneriler yer almaktadır.