Opinions of Turkish Language Teachers on The Reflection of Multiple Intelligence Theory in Turkish Coursebooks

Abstract

The aim of this study is to reveal the opinions of Turkish language teachers about the reflection of Multiple Intelligence Theory in Turkish coursebooks. The participants of the research are 30 Turkish language teachers who teach in secondary schools in Cizre district of Şırnak province in the 2020-2021 academic year. The data of the research were collected with semi-structured interview forms. Based on the data obtained in the research, separate categories were created for each question in the semi-structured interview form, and similar answers were grouped and included in the created categories. Highlights of the teacher’s views were quoted directly. According to the results of the research, 83.33% of Turkish language teachers think that linguistic intelligence is the most frequently referred sort of intelligence in coursebooks, while 36.67% of teachers perceive logical-mathematical intelligence as the least frequently referred sort of intelligence in coursebooks. However, 56.67% of Turkish language teachers said that the texts and activities in the coursebook are not suitable for different intelligence domains. It has been determined that the rate of teachers who think that the level of including intelligence domains in the books differ according to the classes is 46.67%. The main problems faced by the teachers while creating activities for different intelligence domains were physical, cultural and equipment inadequacy of the schools in Cizre district of Şırnak province with 37.5%.