Edebiyat biliminin alt dallarından biri de "Edebiyat Eğitimi"dir. Edebiyat araştırmaları kadar eğitim aracılığıyla edebiyatın gençlere sevdirilmesi, tanıtılması ve açıklanması da bir o denli önemlidir. Bunun için dil ve edebiyat eğitimi üzerinde araştırmaların yapılması gerekmektedir. Cumhuriyet döneminde, Türk Dili ve Edebiyatı eğitimi, öğretim programları ve ders kitapları değerlendirmesi temelinde başlamış, ilerleyen yıllarda ise bu alanla ilgili çeşitli çalışmaların yapılmasıyla devam etmiştir. 90'lı yıllardan sonra üniversite sayısındaki artışa paralel olarak Türk Dili ve Edebiyatı eğitimiyle ilgili kitap, tez, makale ve bildiri gibi çalışmaların sayısında da artış görülmektedir. 2015 yılı itibariyle Türk Dili ve Edebiyatı eğitimiyle ilgili kitap, tez, makale ve bildirileri bir araya getiren müstakil bir bibliyografya çalışması bulunmamaktadır. Türk Dili ve Edebiyatı eğitimiyle ilgili kaynaklar, bazı çalışmaların içinde geçmekle birlikte bunlar yetersizdir. Türk Dili ve Edebiyatı eğitimiyle ilgili çalışmaların bir arada bulunmaması ve görülmemesi sebebiyle benzer çalışmalar yapılmakta veya tekrar edilmekte, öte yandan yapılan çalışmalar bilinmediği için yeni araştırmalarda kaynak olarak da kullanılamamaktadır. Bu yüzden araştırmanın amacı, Türk Dili ve Edebiyatı eğitimiyle ilgili yapılan çalışmaları bir araya getirerek bir bibliyografya hazırlamaktır. Araştırmada, betimsel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmada ortaöğretim (9-12. sınıflar) öğrencilerinin dinleme, okuma, konuşma ve yazma becerileri, Türk Dili ve Edebiyatı Öğretim Programları, Türk Dili ve Edebiyatı öğretmeninin yetiştirilmesi, edebiyat eğitimi ve öğretimi, kompozisyon öğretimi, gençlik edebiyatı, ortaöğretim öğrencileri için dil bilgisi öğretimi, ortaöğretim öğrencilerinin kelime hazinesi, ortaöğretim okul sözlüğü vb. konularla ilgili araştırma, inceleme ve değerlendirmeler ele alınmıştır. Bulgular kısmında, ulaşılabilen bilgilere göre, kitap, tez, makale ve bildiri sayıları verilmiştir. Araştırmada belirlenen 799 yayın, üniversite, araştırmacı ve yıllara göre değerlendirilmiştir. Araştırmanın sonucunda, yayın sayısının yeterli olmadığı ortaya çıkmıştır. Buna göre, Türk Dili ve Edebiyatı eğitimiyle ilgili akademik çalışmaların artması gerekmektedir. Ayrıca, bu araştırma, Türk Dili ve Edebiyatı eğitimiyle ilgili şimdiye kadar yapılan çalışmalara bir bütün olarak bakılması ve yeni araştırmalar için veri oluşturması açısından oldukça önemlidir. Bu bağlamda, hazırlanan bibliyografyanın Türk Dili ve Edebiyatı eğitimiyle ilgili araştırmacılar için temel bir başvuru kaynağı olacağı düşünülmektedir.

“Literature Education” is one of the sub branches of literature such as Literary Theory, Literary Criticism, Literary Theory, Comparative Literature and Literary Sociology. The popularization, introduction and explanation of literature for the younger generations is important as well as literary studies itself. For this purpose, there must be research on the education of language and literature. In the history of the education of Turkish Language and Literature, the Republican era is a milestone. Although the first studies related to this field started with individual pioneers in Tanzimat reform era, systematic and integrated studies were in the Republican era. In the first years of this era, due to the alphabet reform teaching and learning Turkish was prominent in primary schools. Since the Republican Era, Turkish education has been handled together with education of Turkish Language and Literature. The first department of Turkish Education was opened at Gazi University in 1992, similar departments started to be opened in Turkey around 1997. The opening of Turkish Education departments was not only beneficial for the Turkish education in primary and secondary schools but also in education of Turkish Language and Literature in high schools as well. In Republican Era, Turkish Language and Literature education started with the evaluation of curriculum and course books, then in the following years various studies regarding this issue were continued. Parallel to the increase in university numbers after 2000, there was an increase in the numbers of studies such as books, articles, dissertations and proceedings about Turkish Language and Literature education. So far as in 2015, there is not an independent bibliographical research which combines the books, dissertations, articles and proceedings about Turkish Language and Literature education. Sources about Turkish Language and Literature education are referred to in some studies but these are insufficient. In some of these studies, themes such as language, literature and Turkish are handled together; in some a theme such as reading was handled from primary school to university; some focuses on dissertations and articles; while some studies works in limited periods (Gogus, 1983; Mert, 2002; Gucuyeter, 2002; Ozbay, 2003; Aksungur, 2009; Bulut, Orhan ve Kırbas, 2012; Eyup, Uzuner-Yurt ve Stebler, 2012; Arslan ve Gungor, 2013). Because it is considered that the studies about Turkish Language and Literature are not sufficient and integrated, similar studies are repeated, moreover since the new studies are not known they are not used in studies as resources. Because of these, the aim of this study is to prepare a bibliography by bringing together the studies made on Turkish Language and Literature. In this study, scanning method was used. 1923 was the starting year in the bibliography and it was limited with 2014 because all of the published articles and books could be seen for this year. There are some limitations in bibliographic studies in themes. In the study, research, survey and evaluations about the themes such as listening, reading, speaking and writing skills of high school students, academic programs of Turkish Language and Literatures, education of Turkish Language and Literature teachers, literature teaching and education, composition teaching, youth literature, linguistic teaching for high school students, vocabulary of high school students and dictionary for high schools. On the other hand, Turkish Language and Literature course books (Turkish Literature, Language and Expression, Literary History), anthologies about Turkish Literature, supplementary course books, composition characteristics, high school dictionaries, course books for universities (Written and Oral Expression, Language and Expression, Turkish Language, Turkish Language and Composition), newspaper articles and foreign sources are excluded from this study. According to the results, the publications are alphabetically sorted under four headings as books, dissertations, articles and proceedings. 799 publications were evaluated according to university, researcher and year titles. According to the results, 32 books were published between 1923 and 2014 about the education of Turkish Language and Literature. If we consider that these books were derived from dissertations it is clear that few books were published. According to the findings, master dissertations are 155 and PhD dissertations are 32. For 91 years, two master dissertations were completed each year and a PhD dissertation for 3 years. Gazi University contributed most in the dissertations about the education of Turkish Language and Literature. Cahit Kavcar, Besir Gogus and Nilay Isıkaslan are the top three researchers who published about the education of Turkish Language and Literature. According to the results, 351 articles were published about the education of Turkish Language and Literature. The first eight journals that published most of this article are Millî Egitim, Turkish Studies, Turk Dili, Varlık, Ogretmen Dunyası, journal of Hece and journal of Egitim and Bilim. There are few symposiums, congresses, workshops and meetings about the education of Turkish Language and Literature. One reason for this is the fact that education of Turkish Language and Literature is considered as a sub branch in symposiums, congresses, workshops and meetings which are carried out under the titles of Turkish Language, Turkish Education and Teaching, Linguistics, Teaching Language, Social Sciences, Children’s and Youth Literature, and Turkish Language and Literature. At the end of the study, the number of publication is found insufficient. Considering this, academic studies about education of Turkish Language and Literature should be increased. Moreover, this study is important for an integrated outlook on the studies in the past about the education of Turkish Language and Literature and for gathering resources for new studies. In this context, the bibliography in this study is thought to be a reference guide to studies on education of Turkish Language and Literature. It is also important for saving workforce. In this context, with the bibliography here, it is considered that repetitions will be prevented and identical studies will be avoided.