Veiws of instructors on the use of textbooks in Turkish education departments

Textbooks have a great importance in instructing and sharing experiences by the use of theoretical information. This study aims to present views of instructors regarding the selection and use of textbooks in Turkish education departments. For that purpose, the participants in this survey composed of 15 instructors officiating in the Turkish Education Departments at Çukurova University and Hakkâri University. In the study, data were collected by means of semi-structured interview questions. The questions were prepared by a researcher. Data were analyzed using content analysis method. Consequently, information was gathered which was related to the use and content of the textbooks that instructors of the Turkish education departments used in lectures.


INTRODUCTION
A variety of activities are implemented in order to carry out education and training studies at higher education instutions.Basically, a set of tools and equipment are required to practise these activities in a healthy way.Textbooks are the most common tools yet also differ according to current conditions and the classroom environment."Textbooks are essential written and printed tools which serve the purposes of curriculum, match up with content of curriculum, direct activities in lectures in the process of instruction, and aim to fill a gap arising from verbal instruction of the teaching-learning environment" (Delice et al., 2009: 76).Ünsal and Güneş (2004) define textbooks as basic documents.These documents explain information related to subjects that contribute to curriculum and assist with information distribution in a planned and regular way.In addition, textbooks as an information source direct and educate students in accordance with the goals of the lecture.
Textbooks have been used in a classical way since their inception, but this situaiton does not dismiss the view that they are an essential tool.It should not be forgotten that students are mainly faced with textbooks in school life and prefer the use of textbooks.Although the teacher himself can be placed at the top of the education chain as the absolute main source, the textbook is one of the main sources that dramatically affects what the student will learn as well as what the teacher will teach (Küçükahmet, 2003: 18).
The main reason for the preference for textbooks is that these materials allow lecturers to present curriculum systematically.Other reasons include the fact that acquiring textbooks is easy and a textbook is more E-mail: tkara@cu.edu.tr.
Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License economic than other tools."Textbooks feature planning, implementation, evaluation and progress of educational activities" (Kolaç, 2003: 107).The planning aspect of textbooks plays an important role in their selection.To Tertemiz et al. (2001:1), textbooks determine what students will learn and what instructors will teach in teaching about the learning process, especially when planned educational applications are primary sources.They express the opinion that textbooks have an important effect on decisions for both formal and informal educational activities.Textbooks also play an important role in achieving the goals of school programmes."Textbooks are one of the 'supplementary instruction materials' among educational tools used in the learning and teaching process of schools.Textbooks serve as the most important aids for instructors of education and are critical tools which serve as resources for teachers' and adults' learning behaviors" (Çalık, 2001: 1).
The most important group which guides a society among these institutions is faculties of education, because these faculties are responsible for training major players in the education army, i.e. instructors.Turkish education departments were founded with the intent to make use of Turkish fairly and correctly, to teach our language and bring new instructors to the country.Turkish education departments were constituted with rich lecture content in accordance with goals established in the curriculum.Various textbooks have been required with regards to instruction suited to the requirements of the curriculum and instructor giving the lecture.Even today, textbooks are the most frequently used tools after instructors and the blackboard (Alkan, 1995, 126).Textbooks prepared for Turkish education departments should have certain features.These features include: Accomodating curriculum and lectures and serving as the base tool which students can use for their academic studies and for discovering information.It is important for university students that information in textbooks is edited specifically for them, textbooks inform point-by-point and that they are economic.In Kılıç and Seven's perspective (2004), textbooks are common instruction tools; since information is presented systematically, subjects are discussed pedagogically; they are economical and also easily accesible for students.Generally in higher education, the selection of textbooks is left to the preference of the instructor or student, and how the lecture will be given is left to the preference of the instructor.Even though this situation provides some benefits for both instructors and students, it can bring about problems in some cases.Apart from that, instructors need reference books other than textbooks for themselves as well as their students.
Many studies related to textbooks exist.Researchers who have focused on this subject along with the themes on which they conduct research are set out here: Ball and Nemser (1988), Horsley and Lambert (2001), Lubben et al. (2003), andDelice et al. (2009) studied topics related to features of textbooks as grammar and reference books.Abraham et al. (1992) analyzed the content of textbooks.McCutcheon (1981), Woodward and Elliott (1990), Zahorik (1991), andMoulton (1997) conducted studies related to the use of textbooks.Besser et al. (1999) and Synder and Broadway (2004) studied the features of university textbooks.Uzuntiryaki and Boz (2006), Çokadar and Şahin (2009) studied the use of textbooks by pre-service teachers.Some researchers such as Bulut (1999) and Kolaç (2003) studied the use of books at the level of primary education.Studies representing views of instructors related to textbooks for universities are scarcely available, but Kazazoğlu (2010) is one example.
The necessity of doing this research came to the forefront due to the inadequacy of research related to the use of textbooks in higher education in Turkey.Particularly, there are no studies that express instructors' selection, use of textbooks and experiences with them that exist.By means of this study, instructors' positive and negative experiences about textbooks in an educational format were determined.

Aim of the study
The aim of this study is to determine whether or not views of instructors who lecture in Turkish education departments are related to the selection and use of textbooks.

Limitations
This research is limited to: 1-The instructors who lecture in Turkish Education Departments at Çukurova University and Hakkari University, 2-The questions available in a data collection tool.

METHODOLOGY
The research is qualitative.In this research, we benefited from an 'interview method' which is one of the qualitative data collection methods."An interview is a type of communication which is maintained verbally.It provides in-depth information about the research subject," (Yıldırım and Şimşek, 2008: 40).Data were collected via structured interview and semi-structured interview questionnares."A semi-structured interview has advantages such as convenience of analysis, opportunity of self expression for the interviewee, and provding in-depth information if required," (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz and Demirel, 2010: 163).

Participants
Participants consist of 15 instructors who lecture in Turkish Education Departments at Çukurova University and Hakkari University.Participants were selected on a volunteer basis.

Data Collection Tools
In the study, data were collected through structured interview and a semi-structured interview questionnaire which was prepared by the researcher.The interview form was prepared in accordance with the opinions of two experts in the filed of Turkish Education.

Collection and analysis of data
The data gathered as a result of interviews were analyzed by means of content analysis method.Data were examined a few times by researcher.At first, codes were designated; afterwards, themes were determined, which are listed below.Quotations from people who participated in the research provide explanations of the codes and ensure the research is reliable.For each participant a code was assigned.For example for 'Participant 1', the code of 'P1' was assigned in the presentation of the findings in tables.

FINDINGS
Findings of the research were handled by means of three elements: 'selection of textbooks', 'use of textbooks', and 'textbooks in education and training format'.

Research findings by textbook selection and preference
Quotations, codes and frequencies from answers of the instructors to the question "What kind of features do you pay attention to while selecting the textbook?"are given in Table 1.
When Table 1 is analyzed, a great majority of instructors prefer appropriateness for students' level and usefulness, while the other majority of instructors pay attention to appropriateness for curriculum and syllabus in selecting textbooks.
A few instructors said that they preferred the 'textbooks to comprise subjects of the lecture'.The other instructors said that they preferred certain criterions such as 'easy accessibility, identity of the writer and the level of expertise in his/her field, appropriateness for scientific criterions, accuracy of subject index, bibliography and references, scientific features of good quality, reliability of the publishing company, being both speculative and practical, being used before, being interesting'.
Quotations, codes and frequencies from answers of the instructors to the question "What are your remarks related to design of textbooks ?" are given in Table 2.
When Table 2 is analyzed, a great majority of Kara 1571 instructors find the design of textbooks lacking in various aspects and express views about the necessity of improving them.While one of the instructors is of the opinion 'Design is important for textbooks', the other instuctor finds textbooks sufficient in terms of design.Two instructors did not convey any views on this subject.

RESEARCH FINDINGS IN TERMS OF TEXTBOOK USAGE
Quotations, codes and frequencies from the answers the instructors gave to the question "Do you give information to your students about the use of textbooks at the beginning of the term?" are given in Table 3.
When Table 3 is analyzed, it could be seen that all of the instructors give the answer "yes" to the question "Do you give informatin to your students about the use of textbooks at the beginning of the term?".
Quotations, codes and frequencies from the answers of the instructors to the question "Does developing technology affect the use of textbooks?Why?" are given in Table 4.
When Table 4 is analyzed, it is seen that a great majority of instructors are of the opinion "Technology affects the use of textbook".A few of the instructors are of the opinion "Technology partly affects the use of textbook."Two instructors express the opinion that technology does not affect the use of textbook.
Quotations, codes and frequencies from answers of the instructors to the question "Do you prepare questions by making use of textbooks for midterms and final exams?" are given in Table 5.
When Table 5 is analyzed, it is seen that a great majority of instructors say "yes" to the question "Do you prepare questions by making use of textbooks for midterms and final exams?".A few of the instructors gave the answer "no".One of the instructors did not remark.

Research findings related to textbook usage in terms of education and training
Quotations, codes and frequencies from the answers of the instructors to the question "Do you find compatible content between textbooks and the Turkish education programme?"are given in Table 6.
When Table 6 is analyzed, it is seen that five instructors say "yes", four of the instructors say "partly" and two of the instructors say "no" to the question "Do you find compatible content of textbooks and Turkish education programmes?".It is interesting that four of the instructors do not remark on this question.
Quotations, codes and frequencies from the answers of

Codes Frequences Quotations from remarks of ınstructors
Technology affects the use of textbook.9 Developing technology certainly affects the use of textbook

Instructors who did not remark 4 -No 2
There is not a textbook related to the lecture "Language and Culture" available.(P.9) the instructors to the question "What are the positive aspects of textbooks in terms of instruction?" are given in Table 7.When Table 7 is analyzed, it is seen that a great majority of the instructors are of the opinion "Textbooks present subjects as systematic, wellcoordinated and whole." A few of the instructors are of the opinion "Textbooks help attain a certain discipline and plan".Views of the other instructors can be arranged in order as "being most common reference guide, being accesible, saving time, making subjects appropriate for students' levels, being economical, suggesting different sources, helping for following and repeating subjects, being scientific".
Quotations, codes and frequencies from answers of the instructors to the question "What are the negative sides of textbooks in your mind in terms of instruction?" are given in Table 8.
When Table 8 is analyzed, it appears that a great majority of instructors are of the opinion "Utilizing one book and preventing the use of other sources" are negative effects of textbooks in terms of instruction.Two instructors are of the opinion "reducing the habit of doing research" is the most negative aspect.Other views of the instructors can be expressed in turn: "steering away from technology, cutting down on the interest level of students in lectures, limiting lectures".
Quotations, codes and frequencies from the answers of the instructors to the question "What do you suggest about the use of textbooks in terms of instruction?" are given in Table 9.
When Table 9 is analyzed, the opinion "textbooks should be used with different tools and sources" became the opinion which was expressed most frequently.Three instructors are of the opinion "textbooks should be appropriate for new curriculum and they should be given importance".Other views of the instructors can be expressed in turn "research and approaches to developing textbooks should be given importance, views of students should be gathered while creating textbooks, research of textbooks should be prioritized, textbooks  should direct students".It is interesting that four of the instructors did not remark about the topic.

DISCUSSION AND CONCLUSION
Findings of the research were handled by means of three elements, including: 'selection of textbooks', 'use of textbooks', and 'textbooks in education and training format'.According to this, a great majority of the instructors take students into consideration in terms of selection and preference of textbooks while making a selection.It is taken into consideration that the textbook is appropriate for students' level and also useful.It is seen that the instructors who participated in this study prefer a student-centered approach.The instructors agree with each other about not being in the level of what is wanted and the existance of various areas in which textbooks are lacking in terms of design.This shows that design as important as content. Educ.Res.Rev.
All of the participants give information about the textbook they use in lectures at the beginning of the term.Thus, students are directly informed by the instructor about textbooks which they will benefit from.A great majority of the instructors are of the opinion that technology affects the use of textbooks.According to this, the technology, an element that this age requires, affects the use of textbooks.In this study, we see that a great majority of the instructors benefit from textbooks for the exams.Views which come from the instructors about the suitability of textbooks which exist within the Turkish education programme differ.But, while a few of the instructors find textbooks and programmes compatible, other instructors find them only partly compatible.It is interesting that the same number of instructors did not remark.This calls to mind questions about the instructors who give lectures in the Department of Turkish Education.
That integrating, planning and ensuring subjects are well coordinated are regarded as the most important aspects of textbooks.When viewed from this perspective, instructors see textbooks as a guide for themselves and tools which can be prescribed by integrating the lectures that they deliver.A great majority of the instructors achieve a consensus on the problem which is caused by keeping to only one textbook.They agree about the negative aspects of textbooks in terms of education and training.Studying by keeping to only one textbook is thought as a negative situation which can cause a reduction in research, drift away from technology, or make the instructors lazy.In the study, the opinion "textbooks should be used with different sources and tools" is a top suggestion the instructors gave about the use of textbooks.There are studies about some problems related to better constituting textbooks for scientific studies and contemporary developments and design for providing meaningful learning.These problems can be solved in the light of evaluations with updating and restructuring (Karatay and Pektaş, 2012: 185).

RECOMMENDATION
Consequently, instructors who lecture in Turkish education department do not want to benefit from only one textbook.All participants agree with the opinion that various sources and technology should be used with textbooks.Constructivist education approach suggests that various sources should be utilized.Also, the opinion that design is important as far as content comes into prominence.Old types of books can not be accepted.Raising the quality of textbooks also raises the quality of education and assists in reaching the goals expressed in the curriculum.Therefore, these suggestions related to textbooks which are used and benefited from should be considered: 1-It is required that the design of textbooks should be considered as far as content and the designs which are appropriate for content and ease environments of learning should be prefered.2-Nowadays, classical instruction methods are no longer sufficient.It is important that textbooks be used along with other tools and materials.3-While preparing textbooks, criterions of suitability for students' levels should be regarded.4-Textbooks should be compatible with the lectures of Turkish education departments.5-While preparing textbooks, opinions of not only experts but also students should be taken into consideration in order to make them more useful.6-It is thought that conducting various studies which evaluate the views of students will support this study by increasing research related to textbooks used in Turkish education departments.

Table 1 .
Views of instructors regarding elements they consider while selecting textbooks.The writer of the textbook is important for me.The textbooks which the writer has published before, the school which the writer graduated from, his/her approach to the lecture... […] (P.13) Certain information such as sources which are used and referenced in writing of textbook, printing quality, publishing company, and design of textbook play an important role in textbook preference.(P.3) […] Sources which are used during the writing of the textbook and taken as references, quality of printing, publishing company, design of textbook, […] take an important place for preference of textbook.(P.3) *Because an instructor can remark more than once to this open-ended question, numbers on the table correspond to the number of remarks.**'P' stands for 'Participant'.

Table 2 .
Views of instructors related to design of textbooks.
Textbook design is one of the most important aspects that gives information about the content of the textbook.[…] (P.10) Textbooks are sufficient in terms of design. 1 I use books such as novels, stories, etc. which were printed in different publishing companies in my lectures and these are generally better quality.(P.15) * 'P' stands for 'Participant'.

Table 3 .
Views of instructors Related to Providing Information to Their Students AboutTextbooks at the Beginning of Term.

Table 4 .
Views of the instructor Related to the Effect of Developing Technology on Textbooks.
It has a partial affect.Students prefer information that is already prepared rather than textbooks.It partly affects our usage.But, this effect is not heavy because we pay attention to presentations during lectures.Generally we give homework from the textbooks.They are used for reading texts, etc. Students still utilize and take advantage of textbooks which are well coordinated with technology.(P.8) 2It has no affect.Technology and textbooks support each other.(P.14) * 'P' stands for 'participant'.

Table 5 .
Views of instructors related to preparing questions by making use of textbooks for midterms and final exams.

Table 6 .
Views of instructors related to whether or not content of textbooks and Turkish education programmes are compatible.

Table 7 .
Views of instructors related to positive aspects of textbooks in terms of ınstruction.
*Because an instructor can remark more than once to this open-ended question, numbers on the table correspond to the number of remarks.**'P' stands for 'Participant'.

Table 8 .
Views of instructors related to the negative aspects of textbooks in terms of ınstruction.Because an instructor can remark more than once to this open-ended question, numbers on the table correspond to the number of remarks.

Table 9 .
Views of ınstructors related to their suggestions about the use of textbooks.Because an instructor can remark more than once to this open-ended question, numbers on the table correspond to the number of remarks.** 'P' stands for 'Participant'. *