Original article | Pedagogical Perspective 2022, Vol. 1(1) 68-75
Hasan Hüseyin Mutlu & Engi̇n Gümüş
pp. 68 - 75 | DOI: https://doi.org/10.29329/pedper.2022.448.5 | Manu. Number: MANU-2203-30-0001.R1
Published online: June 27, 2022 | Number of Views: 38 | Number of Download: 249
The curriculum constitutes the backbone of a teaching process as a guide that defines and limits. It directs an education process in terms of approach, target, time, scope, stage, evaluation, and outputs. A well-structured curriculum is a must-have requirement for an educational process in which desired outcomes are targeted. In this study, the Turkish as foreign language teaching programs of the Maarif Foundation, which is claimed to be the product of a long-term study and large-scale research in 2019, and Ankara University TÖMER, which was put into effect in 2015, were compared in terms of purpose, skill, acquisition, and assessment-evaluation. The basics of qualitative research design carried out the research. The data of the research were analyzed by the document analysis method. According to the results of the research, it has been determined that there are significant differences between the two programs in terms of their purpose, objective, target audience, and scope.
Keywords: Teaching Turkish as a Foreign Language, Target, Skill, Assessment and Evaluation
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