Abstract:

The paper is focused on the opinion of teachers based on their experiential and reflexive teaching of mother tongue in formal primary and secondary education in the Republic of Macedonia. The problem of the structure of the textbooks and the usage of textbooks arises from the character of the national curricula, differences in the classrooms all over the country, different contextual and situational conditions.

The used methodology can be described as: descriptive, quantitative, and based on questioning as a research technique. The general hypothesis of the research is: The teachers reflect on the content of the mother tongue textbooks in a negative way as being useless, inapplicable and inappropriate.

The discussion about the results is based on statistical-quantitative techniques: average, means, standard deviation and ranking.

The results show that the general hypothesis is confirmed and with the given conclusions we propose some structural and contextual changes in the content of the mother tongue textbooks which are used in the educational system.

Keywords:

Mother tongue textbooks, content of the mother tongue textbooks, curriculum design, didactical changes.