Akademik Veri Yönetim Sistemi
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, cilt.41, sa.1, ss.174-192, 2026 (Scopus, TRDizin)
This study investigates Turkish Language and Literature teachers’ perceptions of the new curriculum through metaphors. Grounded in an phenomenological design, 202 teachers participated, and data were collected via a semi-structured form prompting them to complete the sentence: “New Curriculum of Turkish Language and Literature is like... because...”. Content analysis was conducted with MAXQDA 2024, reducing 202 initial metaphors to 139, which were categorized into six groups-three positive and three negative. The positive categories highlighted the curriculum’s multidimensional, developmental, and dynamic nature, while the negative ones emphasized complexity, lack of practicality, and stagnation. Findings revealed that 60.3% of teachers (122) generated positive metaphors, viewing the curriculum as innovative and holistic, whereas 39.7% (80) used negative metaphors, citing concerns about applicability and infrastructure. As one of the first studies on this curriculum, these findings provide valuable insights for improving its design and implementation.