Intertextual Reading in the Turkish Curriculum of the Turkish Century Education Model and Pre-Service Classroom Teachers' Views

This study aims to analyze the extent to which the intertextual reading method is incorporated into the updated 2024 Turkish Language Teaching Curriculum within the framework of the Türkiye Century Maarif Model, as well as the perspectives of pre-service primary school teachers on this method. Intertextual reading is a cognitive and critical approach that enables individuals to construct meaning by establishing connections between texts. In the study, a basic qualitative research design was adopted; the data sources included the Elementary School Turkish Language Teaching Program and semi-structured interviews. Content analysis was conducted. The study group consists of 17 pre-service primary school teachers who have completed the Turkish language teaching course. Findings indicate that while the 2024 Turkish Language Teaching Curriculum does not explicitly include the intertextual reading concept, it incorporates various instructional activities that encourage students to establish connections between different texts. Pre-service teachers acknowledge the method's contribution to reading comprehension and critical thinking skills, yet emphasize the lack of explicit guidelines in the curriculum to facilitate its classroom implementation. Challenges such as time management issues, lack of instructional materials, and insufficient pedagogical guidance were identified during the application process. In conclusion, the findings highlight the need for enhanced practical content in teacher education programs and the development of more structured guidelines within the curriculum to support the effective implementation of the intertextual reading method at the primary school level.