Turkish Field Skills in the Context of K12 Skills Framework: Turkiye Holistic Model

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dc.contributor.authorPolat, Yusuf
dc.contributor.authorDeniz, Kemalettin
dc.contributor.authorKurtul, Kamil
dc.date.accessioned2025-01-21T16:29:01Z
dc.date.available2025-01-21T16:29:01Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe aim of this study is to describe Turkish field skills within the scope of K12 Skills Framework: Holistic Model of Turkey. In this direction, firstly, the concepts of knowledge, skills and competence are explained based on national and international texts, and secondly, the relationship of educational activities for the mother tongue within the framework of the concepts of mother tongue skill, language acquisition and language use is discussed as a summary. Then, explanatory information about the way followed in the design of the Turkish Field Skills section in the K12 Skills Framework: Turkey Holistic Model, the skill descriptors in the reception (listening, reading) and production (speaking, writing) level are presented. To this end, the study also describes the approaches adopted in skills-based international studies on languages such as the Program for International Student Assessment (PISA), the European Qualifications Framework (EQF) and the Common European Framework of Reference for Languages (CEFR). Finally, a brief information about the examples of France and Belgium, which include the application of a skills map and common framework in education systems, is included. The third part of the study is devoted to explanations about the reception (listening/watching, reading) and production (speaking, writing) levels of Turkish field skills, the fourth part is devoted to the skill-based material design approach, and the fifth part is devoted to the assessment and evaluation approach adopted in the monitoring of skills. Recommendations related to the study are presented in the conclusion section. © (2024), (T.C. Milli Egitim Bakanligi). All Rights Reserved.
dc.identifier.doi10.37669/milliegitim.1309211
dc.identifier.endpage498
dc.identifier.issn1302-5600
dc.identifier.issue241
dc.identifier.scopus2-s2.0-85185330796
dc.identifier.scopusqualityQ4
dc.identifier.startpage473
dc.identifier.trdizinid1224870
dc.identifier.urihttps://doi.org/10.37669/milliegitim.1309211
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1224870
dc.identifier.urihttps://hdl.handle.net/20.500.12587/23679
dc.identifier.volume53
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherT.C. Milli Egitim Bakanligi
dc.relation.ispartofMilli Egitim
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectK12; skill; teaching Turkish; Turkish field skills
dc.titleTurkish Field Skills in the Context of K12 Skills Framework: Turkiye Holistic Model
dc.title.alternativeK12 Beceriler Çerçevesi Türkiye Bütüncül Modeli Bağlamında Türkçe Alan Becerileri
dc.typeArticle

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