[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590067-105":3,"detail-sidebar-cat-0-en-105":78,"doc-detail-590067-en":128},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":71,"head_meta":73,"extra_data":75,"updated_unix":77},105,"en","what-are-teachers-and-studentsviews-of-the-learning-teaching-process-a-study-on-turkish-language-and-literature","What are Teachers’ and Students’Views of the Learning-teaching Process? - A Study on Turkish Language and Literature","","This qualitative phenomenology study investigates teachers’ and students’ views on the learning-teaching process in the Turkish Language and Literature course. It identifies prior learning-teaching strategies through semi-structured interviews with two participant groups using convenient purposive sampling and content analysis. Findings show compatibility in key aspects such as self-study, learner involvement, active lesson processes, teaching the lesson as art, and the importance of reading habits. Teachers emphasize individual differences and method implementation, while students stress strategies like memorizing, coding, research, and observation. An active environment is valued, yet exam pressure may restrict actions.",{"@graph":14,"@context":70},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-are-teachers-and-studentsviews-of-the-learning-teaching-process-a-study-on-turkish-language-and-literature/590067/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Adam","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":46,"interactionType":47,"userInteractionCount":4},"InteractionCounter",{"@type":48},"ViewAction",{"@type":50,"mainEntity":51},"FAQPage",[52,58,62,66],{"name":53,"@type":54,"acceptedAnswer":55},"What does the study aim to examine?","Question",{"text":56,"@type":57},"The study examines teachers’ and students’ views of learning-teaching in the Turkish Language and Literature course and determines prior learning-teaching strategies of both groups.","Answer",{"name":59,"@type":54,"acceptedAnswer":60},"How was the research designed and what data were used?",{"text":61,"@type":57},"The study used a qualitative research approach with a phenomenology design. Semi-structured interview questions collected data, and content analysis was used to analyze it.",{"name":63,"@type":54,"acceptedAnswer":64},"What common elements do teachers and students agree on?",{"text":65,"@type":57},"Teachers and students generally align on self-study, students’ involvement, active lesson processes, teaching the lesson as art, and the importance of developing a reading habit.",{"name":67,"@type":54,"acceptedAnswer":68},"How do teachers’ and students’ emphases differ in the learning-teaching process?",{"text":69,"@type":57},"Teachers most strongly emphasize individual differences and active/different method implementations during lessons, while students emphasize learning strategies such as memorizing, coding, doing research, observing, and teachers’ interest in these strategies.","https://schema.org",{"og:url":32,"og:type":72,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":74,"canonical":32},"index,follow",{"doc_id":76,"site_id":7},590067,1792068719,{"code":4,"msg":79,"data":80},"success",[81,85,89,93,98,103,108,112,117,120,124],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":82,"show_sort_weight":83,"slug":84},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},"Exam",70,"exam",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},5,"Comic",60,"comic",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},6,"Technology",50,"technology",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},7,"Healthcare",40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":110,"slug":111},8,30,"research-report",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},9,"Religion & Spirituality",20,"religion-spirituality",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":115,"slug":119},"World Cup","world-cup",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":121,"slug":123},10,"Lifestyle","lifestyle",{"id":125,"doc_module":4,"doc_module_name":25,"category_name":126,"show_sort_weight":94,"slug":127},19,"General","general",{"code":4,"msg":79,"data":129},{"doc_id":76,"user_id":130,"nickname":37,"user_avatar":131,"doc_module":4,"category_id":109,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":132,"file_id":133,"file_url":134,"file_type":135,"file_size":136,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":137,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":77,"read_time":142},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| What are Teachers’ and Students’Views of the Learning-teaching Process? A Study on Turkish Language and Literature\u003Cbr>Hüma Nayman*, Sertel Altun\u003Cbr>Curriculum and Instruction, Yıldız Technical University, İstanbul, Turkey Corresponding Author: Hüma Nayman, [E-mail: humabal1996@gmail.com](E-mail: humabal1996@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study aims to examine teachers’ and students’ views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learningteaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers’and students’viewson learning and teaching are compatible with each other in a general framework such as selfstudy, students’ involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers’ most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students’ emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers’ interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers’and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course’s attainment, however exam pressure can limit their actions. |\n| Article history\u003Cbr>Received: February 09, 2021\u003Cbr>Accepted: April 23, 2021\u003Cbr>Published: June 30, 2021\u003Cbr>Volume: 12 Issue: 3\u003Cbr>Advance access: June 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Turkish Language and Literature, Learning and Teaching Process, Learning and Teaching Theories, Active Learning,\u003Cbr>Reading Habit |  |\n\nINTRODUCTION  \nThe term of learning has always been on the spot of different views and discussions throughout history. It has been discussed by many educators and scientists. Learning is a very complex and multidimensional process. Many educators and psychologists defined learning from many different perspectives (Schunk, 2012). For Behaviorists, learning is the change in the behavior that leads the learner to show in their experiences. For cognitivists, learning occurs within the mind of the individual and it is the process of making what’s around meaningful. Learning takes place with the work of the brain. For constructivists, learning is a learner-centered process. Learners can construct the newly learned knowledge into the previous one, and they can provide themselves with meaningful and controlled learning (Hebb, 1964; Schunk, 2012; Senemoğlu, 2018; Slavin, 2006) .  \nIf we are to examine the nature of all these learning approaches and theories in detail, we can see that as they have differences, they also have similarities at some point and they in some ways complete each other. Starting with behaviorist theories; classical conditioning, operant  \nconditioning, contiguity learning and connectionism are the pioneer theories. In classical and operant conditioning; concepts such as stimulus, response, fa","cbCaikcg0l94I5p6","https://ap.wps.com/l/cbCaikcg0l94I5p6","pdf",275173,11,"English","# Introduction\n## Learning theories and definitions\n## Behaviorist approaches\n## Cognitive and social cognitive approaches","[{\"question\":\"What does the study aim to examine?\",\"answer\":\"The study examines teachers’ and students’ views of learning-teaching in the Turkish Language and Literature course and determines prior learning-teaching strategies of both groups.\"},{\"question\":\"How was the research designed and what data were used?\",\"answer\":\"The study used a qualitative research approach with a phenomenology design. Semi-structured interview questions collected data, and content analysis was used to analyze it.\"},{\"question\":\"What common elements do teachers and students agree on?\",\"answer\":\"Teachers and students generally align on self-study, students’ involvement, active lesson processes, teaching the lesson as art, and the importance of developing a reading habit.\"},{\"question\":\"How do teachers’ and students’ emphases differ in the learning-teaching process?\",\"answer\":\"Teachers most strongly emphasize individual differences and active/different method implementations during lessons, while students emphasize learning strategies such as memorizing, coding, doing research, observing, and teachers’ interest in these strategies.\"}]","What are Teachers’ and Students’Views of the Learning-teaching Process? - A Study on Turkish Language and Literature | PDF",28]