Abstract
This study aims to reveal the Turkish language teacher candidates’ opinions about the media as a learning-teaching tool in the context of media literacy. It has been conducted utilising the basic qualitative research pattern, one of the qualitative research types, with twenty participating teacher candidates studying in the last year of their university education. In the study, a semi-structured interview form is employed as the data collection tool. The collected data are analysed based on the content analysis method, one of the qualitative analysis methods. The results obtained in the study have shown that social media has a central place in Turkish teacher candidates’ media perception; when they were asked about the media tools for teaching, they answered the internet and YouTube primarily. The participants stressed that the media as a teaching tool offers teachers alternative ways and facilitates the educational process. For these reasons, they consider the media a usable teaching tool. The media tools they use the most in their own learning processes are the internet, YouTube and Instagram. The teacher candidates plan to use media tools while performing their jobs. Moreover, the teacher candidates, who consider utilising media tools in the learning-teaching process necessary, plan to advise their students to learn through media.
Highlights
The changing world and the educational systems that ensure this change’s continuity functionally offer their target audience the education environment for every field from everywhere
The study’s findings, which aims to reveal the different aspects of Turkish language teacher candidates’ opinions about media as a learning-teaching tool in the context of media literacy, are presented under themes formed based on the interview questions
The results obtained in the study have shown that the media perceptions of Turkish language teacher candidates are focused on social media
Summary
The changing world and the educational systems that ensure this change’s continuity functionally offer their target audience the education environment for every field from everywhere. It is a given that the media platforms’ development in the historical process has reflected on educational environments, this effect has been much more paramount in recent years During this period, the degree of utilisation of the internet, and of the media platforms that have taken place in our lives through it, has significantly increased. The images, applications, videos, sounds, games and others are being shared, uploaded and commented on this growing platform (Öztürk & Talas, 2015) This situation reveals the importance of the concept of visual communication which covers varying tools of communication (from smartphone to tablet computers and internet technology) flourished with the developments in computer technology and has almost become a body part of people (Öztay & Koç, 2020). Visual communication is the basis of the communication conducted through media shares, and social sharing platforms, where visuality is at the forefront of media tools, are becoming increasingly crucial every day
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