Epçaçan, C. (2022). The evaluation of the invalidated

teacher guidebooks in accordance with teachers'

opinions. International Online Journal of

Education and Teaching (IOJET), 9(4). 1444-1457.

Received : 12.05.2022

Revised version received : 07.07.2922

Accepted : 10.07.2022

THE EVALUATION OF THE INVALIDATED TEACHER GUIDEBOOKS IN

ACCORDANCE WITH TEACHERS' OPINIONS

(Research article)

Cahit EPÇAÇAN (0000-0002-8090-4442)

Siirt University, Turkey
epcacan@hotmail.com

Biodata:

Prof. Dr. , Siirt Üniversitesi Eğitim Fakültesi Türkçe Öğretmenliği Bölümü Öğretim Üyesi.

Biodata(s): No more than 40 words for each author.

Material published and so copyrighted may not be published elsewhere without written permission of IOJET.

mailto:epcacan@hotmail.com
http://orcid.org/xxxx

International Online Journal of Education and Teaching (IOJET) 2022, 9(4), 1444-1457.

1445

THE EVALUATION OF THE INVALIDATED TEACHER

GUIDEBOOKS IN ACCORDANCE WITH TEACHERS' OPINIONS

Cahit Epçaçan

epcacan@hotmail.com

Abstract

The use of teacher's guidebooks, which were prepared to assist teachers based on the

curriculum implemented within the framework of the constructivist model, was discontinued

in the 2018-2019 academic year. This study was based on a case study and prepared to

examine the teacher's guidebooks that were removed from the curriculum in the 2018-2019

academic year. The study group consists of 20 teachers who work in Siirt and have at least 5

years of experience in public schools. The data were collected with a semi-structured

interview form prepared by the researcher and the content analysis technique was used in the

analysis of the data. The research findings revealed that most of the teachers felt the lack of

guidebooks and could not perform their learning-teaching strategies in a healthy way after the

removal of the guidebooks, listening education, which is one of the basic language skills, was

largely neglected and the implementation of the guidebooks by the Ministry of Education

would be beneficial in the education and training process.

Keywords: Textbooks, teacher's guidebooks, Turkish teacher, Turkish language teaching.

1. Introduction

Rapidly changing technology, innovations in Science, and the reflections of these

innovations on education have pushed innovation itself to make breakthroughs that can be

called reforms. Following these changes and innovations, Turkey has adopted the

constructivism applied in the education system of more than forty countries in the world,

especially in developed countries (Güneş, 2009). In constructivist learning, it is not important

that the information is received and accepted by the learner, but how the individual makes

sense of the information and produces it. Information is produced by the existing value

judgments and experiences of the learner (Şaşan, 2002). The purpose of constructivism is to

create high-level cognitive skills and to ensure the permanence of learning (Demirel, 2005;

MEB, 2005; Şaşan, 2002). In this context, the Ministry of National Education has changed

the curriculum of many courses and has created and implemented curriculums, one of which

is Turkish Language Teaching Programs as one of the most important building blocks of

Turkish language lessons.

Since 2005, when the constructivist approach was put into practice, curricula were

organized within the framework of the principles of the relevant approach, and curricula,

textbooks, teaching methods and techniques were renewed. Yet another change occurred in

the teacher's guidebooks, which were designed to assist teachers. Guidebooks play a crucial

role in the more regular and systematic teaching of the lessons in education, providing

mailto:epcacan@hotmail.com

Epçacan

1446

academic support to teachers in enlightening and guiding the teachers about the constructivist

approach as well as in the implementation process of the activities in the textbooks. In-class

and extra-curricular activities and practice studies, as well as issues such as how and at what

stage activities should be done, are detailed in the guidebooks based on the constructivist

theory, which enables teachers to process the lessons more effectively and efficiently. In

addition, the guidebooks inform the teachers about the teaching methods and techniques to be

and are designed to help the teacher carry out the lectures in accordance with the constructive

approach. Thus, the permanence of learning is provided more effectively. The constructivist

approach is based on the belief that students are more active in learning and thus, the student

is at the center of the activities and lesson practices. The teacher also guides the student in the

implementation of the activities in the textbooks and is an audience. The guidebooks have an

important effect on the correct and appropriate achievements of the activities in the textbooks

prepared within the framework of the constructivist approach. Guidebooks have fulfilled an

important task in introducing this novel approach to teachers. Since teachers in Turkey have

certain teaching habits depending on conventional approaches, guidebooks have a great role

in helping them adapt to the constructivist approach, which is novel.

Helping teachers in the planning of educational activities and lessons, guidebooks also

contribute to the disciplined and orderly teaching of the lessons, as they are in a structure that

predetermines which subject should be taught as well as when, how, and for how long the

relevant subject should be taught. Along the same lines it was emphasized by the Ministry of

National Education in 2004 that teacher guidebooks should be designed in a manner to

improve the missing knowledge and skills of teachers, to inform them about new teaching

methods and techniques, to make them be a guide, and to facilitate their work (Ceyhan &

Yiğit, 2003; Kesercioğlu and Aydoğdu, 2005; Turan and Karabacak, 2008). A well-designed

teacher's guidebook is expected to serve to guide the entire teaching process, from lesson

planning to evaluation. Teacher's guidebooks are the teacher's basic reference book for

preparing for the lesson, planning, choosing a method, and teaching, applying, measuring,

and evaluating the lesson (Ayvacı and Çoruhlu, 2011).

2. Objective

The guidebooks, which are in use with the constructivist approach and used by the

teachers, have been removed from the curriculum as of the 2018-2019 academic year. There

are few studies in the literature about how the removal of such books, which are known to

have offered benefits in previous years and provided unity throughout the country, will make

a gap (Erden and Dilekçi, 2022; Yurtbakan and Cerrah Özsevgeç 2019; Baş et al. 2017;

Göçer and Aktürk) , 2015; Erdogan, 2007;). It is known that these books guide teachers in

activities such as attracting attention, motivation, performing the lesson activity in

accordance with the teaching principles, and making an evaluation. It was an important

auxiliary resource especially for novice teachers who were novice at work, attended non-

branch courses, and worked as paid teachers. The lacuna seems to raise a question. The

literature review has demonstrated that there is not much research on this issue. Therefore,

this study is believed to fill this gap in the field.

International Online Journal of Education and Teaching (IOJET) 2022, 9(4), 1444-1457.

1447

In consideration of the abovementioned issues, this study seeks to determine the

current situation in line with the opinions of teachers about the Turkish language guidebooks,

which were removed from the curriculum in the 2018-2019 academic year. The sub-

objectives determined in line with this main purpose are as follows:

1) On which subject do teachers need Turkish language guidebooks the most while teaching?

2) What are the benefits of Turkish language guidebooks in applying learning and teaching

strategies?

3) What are the conveniences provided by Turkish language guidebooks for assessment and

evaluation studies?

4) What is the effect of removing Turkish language guidebooks on teachers' classroom

management?

5) What is the effect of Turkish language guidebooks on teaching basic language skills?

6) How does the removal of Turkish language guidebooks affect teachers' productivity in

the lesson?

7) What are the views on the re-implementation of Turkish language guidebooks?

3. Method

This study was designed on a case study. Qualitative research, which started to attract

more attention with the implementation of the constructivist education paradigm, is based on

the interpretative approach. Having started to attract more attention with the implementation

of the constructivist education paradigm, qualitative research is based on the interpretative

approach. The qualitative research method is a concept that includes the attitudes and

strategies followed in qualitative research aiming to understand how people understand,

experience, interpret, and produce the social world (Sandelowski, 2004: 893). Case study,

which is one of the qualitative research designs, provides rich and detailed data to

researchers, while case studies in which different units can be handled from a single

individual to a school are not aimed at generalization as in other qualitative research

approaches (Lichtman, 2006: 73-77).

3.1.Study Group

The study group was determined by the purposive sampling technique. Purposive

sampling is a type of sampling in which researchers use their own judgment when choosing

embers of the population and choose the ones most suitable for their purpose (Balcı, 2006).

The criteria determined in this context are as follows:

• To be working in secondary schools affiliated to the Ministry of National Education

in the province of Siirt,

• To have used Turkish guidebooks,

• To be a Turkish language teacher for at least 5 years in schools within the Ministry

of National Education.

The study group consists of 20 Turkish language teachers working in secondary

schools in Siirt and having at least 5 years of teaching experience.

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1448

3.2.Data Collection Tool

A semi-structured interview form called "Teacher's Opinions about Guidebooks"

prepared by the researcher was the data collection tool. During the development of the

measurement tool, the researcher paid attention to the validity and reliability studies of

qualitative research. The index of fit between practitioners in the pilot implementation was

found .80. In the original application, the fit index among practitioners was found to be .85 .

In this context, the semi-structured interview form prepared by the researcher was first

shaped in line with the expert opinions of 2 academic staff working in the field of Turkish

language education and 2 Turkish language teachers working in schools affiliated to the

Ministry of National Education, and then the measurement tool was tested by making a pilot

application to 3 Turkish teachers. As a result of the analysis of the pilot study, expert opinion

was taken again and the measurement tool was given its final shape.

3.3.Data Collection

A semi-structured interview form was used as a data collection tool in this study on

teacher’s guidebooks. The interview covers an interactive communication process, which is

conducted for a predetermined and serious goal, and receives responses by asking questions

to the interviewee. The process mentioned in the definition expresses the continuous and

dynamic nature of this mutual communication. This dynamic nature requires establishing a

relationship based on mutual interaction. The planned and purposive nature of the interview

process makes the interview technique different from being a conversation, making it a

projected data collection effort. The question and answer method used in the interview can

also be described as a way of establishing a relationship and accessing data while collecting

data (Yıldırım and Şimşek, 2005). Semi-structured interviews are advantageous in terms of

asking in-depth questions on a specific subject and making the situation more descriptive by

asking questions again if the answer is incomplete or unclear (Çepni, 2007).

3.4.Data Analysis

The data were first transcribed into a computer environment by the researchers and

then analysed using content analysis. As a result of the analysis, the research data were

interpreted after being organized with codes, categories, and themes. The objectivity of

qualitative research was increased by restructuring the code guide created during data

analysis based on expert opinion.

International Online Journal of Education and Teaching (IOJET) 2022, 9(4), 1444-1457.

1449

4. Findings

4.1.Findings Regarding the Importance of Guidebooks in Teaching Lessons

Yes (14T) No (3T) Partially (3T)

- Daily plan

- Self-confidence

- Preliminary

Preparation

- Saving of time

- Listening texts

- The teaching of the

lesson more concisely

- Guidance

- Keeping students'

interest alive during

the lesson

- Preparation for the

next lesson

- Lack of experience

for beginners

- The teacher should be

able to manage

her/his own

educational process

with the strategies

s/he has prepared.

- They make the

teacher lazy.

- They inhibit the

creativity of the

teacher...

- The activity does not

go beyond a book

with answers.

- They can be useful if

new studies and

arrangements are

made.

- They should offer the

teacher a choice; they

should not impose a

single path.

- I know what to do

and can apply

techniques that allow

me to use activities

appropriate to the

text with the

experiences I have

gained.

- I think they are

slightly useful.

- They were helping

me with the Daily

plan.

- I mainly feel

incomplete while

making an entry in

the daily lesson

notebook.

In the interview with the teachers, 14 teachers felt the lack of the guidebooks, 3

teachers expressed no feeling of the lack of the guidebooks, and 3 teachers partially felt the

lack of the guidebook. The teachers expressing that they feel the lack of the guidebooks gave

the following answers to the question of which subject they felt lacked the most. After the

guidebooks were removed, most teachers felt the lack of the guidebooks in issues such as

preparing a daily plan, self-confidence, preparing for the lesson, saving time, applying the

listening texts, teaching the lesson more systematically, guiding the teacher, keeping the

students' attention throughout the lesson, the lack of experience in the preparation process for

Epçacan

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the next lesson and the lack of experience for novice teachers. The teachers who answered

that they do not feel the lack of guidebooks explained the potential reasons as follows. It may

be beneficial for the teachers to guide the education process with the strategies they prepared,

that the guidebooks make the teachers accustomed to laziness, that the guidebooks hinder the

creativity of the teachers, that the guidebooks and activity books do not go beyond a book

with answers, that the guidebooks should offer options to the teacher, that they should not

impose a single path on the teacher, that new studies can be useful. And they said what they

should do with the experiences they gained, and that they could apply techniques that could

use activities appropriate to the text. The teachers, who partially felt the lack of the

guidebook, made the following statement. They said that it was useful even a little, it helped

with the daily plan, and they felt the lack of it while writing the daily plan in the lesson book.

They stated that the teachers should be able to manage their own educational process

with their strategies as guidebooks make the teacher lazy, inhibit the creativity of the teacher,

and contains activities that do not go beyond a book with answers. Besides, they further

suggested that guidebooks can be useful if new studies and arrangements are made and

should offer the teacher a choice instead of imposing a single path and that they know what to

do and can apply techniques that allow them to use activities appropriate to the text with the

experiences they have gained.

4.2.Findings regarding the Benefits of Guidebooks in Applying Learning-Teaching

Strategies

The answers to the question “What are the benefits of the guidebooks in applying

learning-teaching strategies?” are generally as follows:

What are the Benefits of Guidebooks in Applying Learning-Teaching Strategies?

- They help to make good use of the teaching process

- They create coherence between the strategies while teaching.

- They save the lesson from monotony and enable the student to be more active and enjoy

the lesson.

- They are equipped to guide students to a discussion in activities.

- They refer to a very important step in gaining experience.

- Points that cannot be understood through plain lectures become clearer with the help of

guidebooks.

- They are very useful for newly appointed teachers as they inform what needs to be done

in terms of applying learning and teaching strategies correctly.

It has been reported by the participants that guidebooks help to make good use of the

teaching process, create coherence between the strategies while teaching, save the lesson

from monotony and enable the student to be more active and enjoy the lesson. Besides, it has

also been suggested that guidebooks guide students to a discussion in activities and serve as

an important step in gaining experience as well as make incomprehensible points clearer and

allow novice teachers to be informed about what to do while applying learning and teaching

strategies correctly.

International Online Journal of Education and Teaching (IOJET) 2022, 9(4), 1444-1457.

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4.3. Findings regarding Turkish Language Teaching in Non-use of Guidebooks

I had difficulty (8T) I had no difficulty (12T)

- Guidebooks are better resources in this

subject.

- I make preliminary preparations.

- They help a lot while teaching. - I teach in full based on my

experiences.

- They serve as a guide. - I was fed up with guidance.

8 participants reported that they could not clearly teach Turkish while 12 participants

reported that they could easily teach Turkish without the use of guidebooks. 8 participants

who had positive opinions suggested that guidebooks were better resources and guides as

they allowed them to teach better with learning and teaching strategies available in

guidebooks. On the other hand, 12 participants with negative opinions suggested that

guidebooks were not needed as they already made preliminary preparations and taught

lessons based on their own experiences.

4.4. Findings Regarding the Effect of Assessment and Evaluation Contents in the

Guidebooks on Practice

The answers of the participants to this question were as follows: 9 Teachers benefited

from the assessment and evaluation part of the guidebooks. 11 teachers did not benefit from

this part of guidebooks. Finally, the answers given by 9 teachers to the question regarding the

convenience provided by the guidebooks to the measurement and evaluation study were as

follows:

- Guidebooks provide convenience in the assessment of whether goals related to

language skills are achieved or not,

- Guidebooks are useful in the assessment of all goals,

- Guidebooks contain richer content,

- Guidebooks contribute to the complete cohesion between the subject and assessment,

- Guidebooks contain more functional assessment and evaluation strategies,

- Guidebooks provide more valid, reliable, and objective assessments.

The codes obtained from the participant answers to the question “How are you

performing the assessment and evaluation section right now?” and the comments on

these codes are as follows:

- Through my own assessment and evaluation strategies,

- Through my daily plan,

- Through the test, multiple-choice test, leaf test, and work papers that I prepared

myself

- Through activities suitable for the class level,

- According to the success scales of each student

- By performing this process through additional resources and websites.

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4.5. Findings regarding the Effect of Removal of Guidebooks on Classroom

Management

While 14 of the participants reported that the removal of the guidebooks affected

classroom management negatively, 6 teachers stated that the removal of the guidebooks did

not have any effect on classroom management. Those with positive opinions believe that the

classroom management is the same in both cases as they make preliminary preparations and

maintain classroom management in the best possible way.

The codes obtained from the answers of the participants to the question "What are the

positive and negative effects on classroom management after the removal of the guidebooks"

and comments on these codes are as follows:

4.5.1. Positive effects

- Guidebooks prevented disciplinary problems that could occur by providing

effectiveness throughout the lesson.

- Guidebooks provided the teacher with self-confidence and prevented all negativities

that could sabotage the lesson.

- Guidebooks helped save time.

- Guidebooks guided the teacher in organizing the lesson.

- Guidebooks guided the teacher with instructions on how to behave in situations such

as classroom management and crisis intervention for newly appointed teachers.

4.5.2. Negative effects

- Disciplinary problems arose in the classroom.

- Teachers had difficulties in directing and managing the classroom.

- Self-confidence in teachers was shaken.

- Time was not well managed.

- The lesson could not have been organized in a better way.

- Lack of experience was felt for newly appointed teachers.

4.6. Findings regarding the Effect of Removal of Guidebooks on Teaching Basic

Language Skills

Negative effects (16T) No effects at all (4T)

- Guidebooks neglected listening skills. - I prepare language skills according to the

annual plan.

- I have difficulty in reaching the

listening texts.

- I teach language skills by experience.

- There was a negative effect on

writing skills.

- I teach language skills according to the

daily plan.

16 participants reported that guidebooks negatively affected methods and techniques

in the field of basic language skills while 4 participants reported no effect. Those with

International Online Journal of Education and Teaching (IOJET) 2022, 9(4), 1444-1457.

1453

negative opinions suggested that guidebooks neglected listening skills along with difficulty in

reaching listening texts, leading to inefficient teaching of listening texts. They also mentioned

the lack of adequate guidance of guidebooks. On the other hand, the participants thinking that

there was no effect at all suggested that they make preparations for listening skills based on

the annual and daily plans and teach language skills by experience.

4.7. The codes obtained from the answers of the participants to the question “How did

the removal of the guidebooks affect your productivity in the lesson? Why?" and

the comments on these codes are as follows:

Decrease (10T) No effect at all (8T) Partial effect (2T )

• Guidebooks help gain

self-confidence

• Guidebooks help gain

all acquisitions

• Guidebooks help be

more concentrated

• Guidebooks help with

guidance

• Guidebooks keep the

interest of the

students alive

throughout the lesson

• Guidebooks make the

lesson more enjoyable

• I endeavor to increase

productivity with my own

plans.

• If I am prepared for the

lesson, then the lesson is

most likely to be

productive.

• Taking full control of the

lesson increases

productivity.

• I experience some

inadequacies.

• I feel a lack of

self-confidence a

bit.

While 10 teachers stated that their productivity decreased after the removal of the

guidebooks, 8 teachers thought that there was no effect. 2 teachers stated that the removal of

the guidebooks partially affected their productivity in the lesson. Teachers who had less

productive in the lesson stated that guidebooks helped gain self-confidence, more

concentration and provided guidance so that they were successful in keeping the students'

attention on the subject throughout the lesson, and thus the lesson was more fun and

enjoyable. The teachers reporting no effect on their productivity stated that they attempted to

increase productivity with their own plans and the lesson was already productive if they were

prepared for the lesson, adding taking full control of the lesson was a factor that also

increased productivity. Teachers believing that guidebooks partially affected their

productivity stated that there were some inadequacies along with a lack of self-confidence.

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1454

4.8. Findings Regarding Re-implementation of Guidebooks

Yes (15T) No (3T) Undecided (2T)

• Guidebooks serve as

a guide

• Guidebooks are paid

products and help

out-of-branch

teachers

• Guidebooks contain a

Daily plan

• Guidebooks are a

source of experience

• Guidebooks help

teachers gain self-

confidence

• Guidebooks provide a

saving of time

• Guidebooks provide

unity and cohesion in

education

• Guidebooks contain

rich and productive

content

• Guidebooks make

teachers lazy

• Guidebooks provide

free-riding content

• Guidebooks lead to

routinized teachers

• Guidebooks inhibit

teachers’ creativity

• If there is a Daily

plan, there is no need

for guidebooks.

• Guidebooks may

serve as a better

resource if used

additional studies and

activities.

When asked "Do you think guidebooks should be distributed again?", 15 teachers

responded as “yes”, 3 teachers responded as “no”, and 2 teachers were undecided on this

issue. Teachers responding as “yes” believe that guidebooks provide guidance for teachers

and a helpful resource for paid and non-paid teachers as well as help teachers with their daily

plan as a source of experience, help teachers gain self-confidence, and save time. They also

suggested that guidebooks should be distributed all over the country because they provide

cohesion and unity for education and training activities and contain productive and rich

content. Teachers responding as “no” reported that guidebooks make the teachers lazy with

free-riding content, lead to routinized teachers and inhibit the creativity of the teachers.

Finally, undecided teachers believe that if they have a daily plan delivered to them, there is

no need for guidebooks and where guidebooks should be distributed; they should be enriched

with additional resources and activities.

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4.9. Findings regarding the Effect of Removal of Guidebooks on Teacher Guidance

Negative effect (11T) No effect at all (9T)

- Guidebooks provided guidance. - I made preparations.

- Guidebooks helped us teach a better

lesson.

- I was the guide.

- Guidebooks made the lesson fun.

While 11 participants reported that the removal of the guidebooks negatively affected

teacher guidance, 9 teachers thought that the removal had no effect. The teachers with

negative opinions reported that while there were guidebooks, the teacher was in a guiding

position and could guide the lesson thanks to the guidebooks. However, after the guidebooks

were removed, the teacher became passive in this case. Teachers thinking that the removal of

the guidebooks had no effect on teacher guidance reported that in both cases they were the

guides.

5. Discussion, Conclusion and Recommendations

This section includes the results obtained from this research aiming to determine the

current situation in line with the opinions of teachers regarding the Turkish language

guidebooks, which were removed from the curriculum in the 2018-2019 academic year.

Interviews with the teachers revealed that while the majority of the teachers generally

reacted negatively to the removal of the guidebooks, some teachers found it positive.

Therefore, teachers mainly believe that guidebooks should be prepared and distributed to

teachers and included in the curriculum as a part of education and training tools. Teachers

who find the removal of the guidebook application positive also believe that the guidebooks

make the teachers lazy, hinder their thinking skills, and blunt their creativity. In terms of

experienced teachers, the removal of guidebooks is thought to reflect teachers' experiences in

more classrooms. In addition, it can be argued that the newly appointed teachers enter the

lesson more unprepared than before without the support of the guidebook. In general,

teachers are of the opinion that reintroducing guidebooks is beneficial for the efficient and

healthy implementation of the education and training process. The results of some other

studies in the literature overlap with and underpin the results of this study. Erden and Dilekçi

(2022), who evaluated the opinions of Turkish teachers about guidebooks and lesson plans,

reported that Turkish teachers see teacher guidebooks as a need for a more productive lesson.

In addition, Yurtbakan and Cerrah Özsevgeç (2019) shed light on the opinions of classroom

teachers about the necessity of guidebooks and reported that the guidebooks are suitable for

the constructivist approach, the activities in the guidebooks provide psychomotor skills and

support all intelligence areas, and the guidebooks should be distributed to the classroom

teachers. This refers to another similar result to that of this study focusing on the necessity of

guidebooks. Besides, Göçer and Aktürk (2015) scrutinized the perceptions of primary and

secondary school teachers towards guidebooks through metaphors and reported that teachers

see guidebooks as guides and define guidebooks with metaphors such as the pole star,

compass, and lighthouse. These results coincide with and support the results of this study in

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terms of the necessity of guidebooks. Baş et al. (2017) conducted a study on 5th-grade

Turkish study and teacher's guidebooks and concluded that guidebooks have a crucial role in

offering guidance for teachers. Based on this study and the other studies mentioned above, it

is possible to state that guidebooks play an important role in teachers' effective teaching and

help organize regular and systematic in-class activities and increase the academic efficiency

of the course.

Based on the findings and results mentioned above, it can be recommended that the

relevant practice of the Ministry of National Education should be re-evaluated by considering

both newly appointed and experienced teachers.

International Online Journal of Education and Teaching (IOJET) 2022, 9(4), 1444-1457.

1457

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