Pre-service Turkish Language Teachers Research Articles

The Impact of Close Reading Strategies on Individual Innovativeness and Life Skills: Preservice Teachers.

Reading is one of the fundamental tools for acquiring knowledge that has a direct effect on an individual's life. Many single and multiple strategies are used to improve reading comprehension, which is a strategic acquisition. (1) This study aims to investigate the effects of close reading strategies on the life skills and individual innovativeness of preservice Turkish language teachers. (2) The study group for this research consists of 31 preservice teachers studying in the Turkish Language Teaching department at a university in northern Türkiye. A sequential mixed-method design was used. In the quantitative aspect of the research, a pre-test and post-test experimental design without a control group was used, while in the qualitative aspect, a case study design was employed. Data were collected using the Life Skills Scale, Individual Innovativeness Scale, and semi-structured interview form. In analyzing the data obtained to examine the effect of the experimental process, a t-test for dependent groups was used, whereas data from the interviews were analyzed through content analysis (3-4). According to the results obtained from the research, the close reading strategy was determined to be a strategy that significantly improves the life skills and individual innovativeness of preservice Turkish language teachers.

Pre-Service Turkish Language Teachers’ Anxiety and Attitudes Toward Artificial Intelligence

The present study aims to determine the anxiety and attitudes of pre-service Turkish language teachers towards artificial intelligence and to examine the relationship between the two. The sample group of the study, which was based on a correlational survey design, consisted of 232 pre-service Turkish language teachers studying at 14 different universities in different provinces of Türkiye. The study data were collected using the ‘Personal Information Form’, the ‘Artificial Intelligence Anxiety Scale’ and the ‘General Attitudes toward Artificial Intelligence Scale’. SPSS 23.0 package program was used for data analysis. Based on the findings, it was determined that the pre-service Turkish language teachers’ positive and negative attitudes towards artificial intelligence were at moderate levels while their anxiety was below moderate levels in the learning dimension, but above moderate levels in the dimensions of job replacement, sociotechnical blindness and artificial intelligence configuration. The relationship between anxiety and attitudes towards artificial intelligence was found to be negatively significant. It was determined that the variables of gender and time spent on the internet did not make a significant difference on the pre-service teachers’ anxiety and attitudes towards artificial intelligence. However, although there was no difference between the pre-service language teachers’ attitudes towards artificial intelligence in terms of grade level, differences were observed in the job replacement and sociotechnical blindness dimensions of anxiety.

Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees

With this study we aimed at determining the service-learning experiences of pre-service Turkish language teachers in teaching Turkish to Syrian refugee students. The Community Service Practices course plays an important role in the integration of pre service teachers in the society. A phenomenological design was used in the study in which we investigated the opinions of pre service teachers about the service-learning processes. The study was conducted with 23 pre-service Turkish language teachers in Kilis 7 Aralık University. The community service practice was realised in a state school where Syrian secondary school students receive education. Interviews were conducted to collect data from the participants, and the content analysis method was used to analyse the data obtained from the interviews. Themes were formed by classifying and interpreting the data. In the study, the experiences of pre-service teachers with students, the teaching process, teaching environment, students, and service-based learning process were analysed. The results indicate that pre-service teachers developed their awareness, took social responsibility, attained occupational experience, and improved their communication with the refugees during the Community Service Practices course. Considering the results obtained it could be argued that service-learning practices have significant benefits for pre-service teachers and students.

Do Pre-Service Turkish Language Teachers Succeed In Developing Argumentative Writing Skills?

The purpose of the study is to determine pre-service Turkish language teachers' use of text structure elements and their awareness and experience with argumentative writing. The research was designed as a case study, which included 115 undergraduate students studying Turkish language teaching. The data of the study consisted of the participants' argumentative writings and interviews. As data collection tools, the researchers developed an "Evaluation Rubric of Argumentative Text Elements" by conducting validity and reliability tests and prepared a "Semi-structured Interview Form" to uncover the participants' experiences and opinions about argumentative writing. Quantitative data were evaluated using descriptive statistical techniques, and qualitative data were analyzed through thematic analysis. The quantitative results showed that the average success of the participants was 75.2% in topic element, 72.6% in claim element, 65.6% in the element of supporting a claim, 42.3% in counterclaim and backing for the counterclaim, 36.8% in grounds for rebuttals, 49.3% in conclusion element, and the overall average success was 56.54%. The qualitative results indicated that the participants' awareness of argumentative text structure was weak. Lastly, the participants' experiences with and opinions on argumentative writing were categorized to determine the factors that contributed to their success.

Are We Aware of What We Wear? The Awareness of Pre-Service Turkish Language Teachers About T-Shirt Catch-Phrases

The present study, conducted with the phenomenology method, a qualitative research design, aimed to determine the awareness of pre-service Turkish language teachers about the catchphrases printed on t-shirts that individuals notice or do not notice in daily life or do not pay much attention even if when they notice them. The study sample included 39 volunteering pre-service teachers (19 males and 20 females), attending the department of Turkish language education during the 2018-2019 academic year. The sample was determined with the convenience sampling method. An interview form that included open-ended questions and a questionnaire that aimed to determine participant demographics were applied to the sample. Furthermore, t-shirt texts in several foreign languages were determined by the author and the pre-service teachers were asked whether they knew the Turkish translations of these texts and whether they preferred foreign language or Turkish texts. Descriptive analysis was conducted on the responses of the pre-service teachers. Since these responses were considered important, direct quotes were included in this paper. The study findings demonstrated that 69% of the pre-service Turkish language teachers did not care about the texts on the t-shirts they purchased and prioritized the model of the t-shirts. Since this was a non-negligible rate, it was suggested that the study would contribute to the literature and raise awareness.

The Views of Pre-Service Turkish Language Teachers on their Careers and Career Plans

Education is of great importance for all individuals in a society from the very beginning. Individuals have regarded education as the most important way to achieve their goals. In this context, university education, which prepares individuals to work life, has an important place in all societies. However, although individuals start university with great hopes, after a while, concerns and question marks about the future begin. At this point, activities that will contribute to the effective career planning of university students and guiding them on become important. The aim of the present study was to analyze the views of pre-service Turkish language teachers on their careers and career plans. Phenomenology, one of qualitative research methods, was adopted in the study. The study group included 64 pre-service teachers studying at Turkish Language Education department in a large-scale university in the east of Turkey. An interview form which included 4 open-ended questions and was developed by the researcher was used to collect data. The data were analyzed using descriptive analysis. The findings demonstrated that the majority of the participants did not have an effective career plan; they lacked knowledge on their respective fields of study, and their career plans generally focused on teaching and academic professions.

Determining Self-Efficacy Perceptions of Pre-Service Turkish Language Teachers Towards Critical Reading

This study aims to reveal the self-efficacy perception levels of pre-service Turkish language teachers towards critical reading and to determine whether these levels vary by various variables. This study draws on a general survey model, which is one of the descriptive research methods. The study group of this research consists of a total of 210 freshman, sophomore, junior, and senior level pre-service Turkish language teachers studying at the Department of Turkish Language Education in the faculty of education at a state university. To collect data, “The Critical Reading Self-Efficacy Perception Scale” developed by Karabay (2013) is used. The findings of this study indicate that the self-efficacy perception levels of the pre-service Turkish language teachers towards critical reading are moderate. Furthermore, the pre-service Turkish language teachers’ self-efficacy perception levels towards critical reading do not significantly vary between the groups in the total score and in the sub-dimensions by variables of gender and academic achievement. Yet, there is a significant difference between the groups in the total score and in the sub-dimensions by variables of grade level and reading frequency. Based on these findings, this study also offers some insights and suggestions for researchers and teaching staff.

Teaching Turkish as a Foreign Language to Young Learners: Epistemological Beliefs of Pre-service Teachers

Teaching Turkish as a foreign language gained momentum in the last decades of the 20th century. However, teaching Turkish as a foreign language to young learners is still in its infancy as a field of study. Therefore, investigating practitioners’ epistemological beliefs on the issue will contribute to fill the gap in the literature. Regarding this fact, the present study intended to scrutinize epistemological beliefs of pre-service Turkish language teachers on teaching Turkish as a foreign language to young learners. Adopting a hermeneutic phenomenological research design, which is a qualitative study in nature, the present study gathered data from 66 pre-service Turkish language teachers enrolled in a state university in Turkey through written interview forms. The content analysis of the gathered qualitative data revealed that although all the participants took a course on teaching Turkish as a foreign language, almost none of them felt satisfaction in terms of their accomplishments in teaching Turkish as a foreign language to young learners. The findings also revealed that the participants had varying reasons for their dissatisfaction, including theory and adult-oriented course contents and lack of practice in the field. As for suggestions for additional policies on teaching Turkish as a foreign language to young learners, the participants recommended launching field-specific courses for pre-service teachers.

Pre-Service Turkish Language Teachers' Metaphorical Perceptions of Social Media Platforms

The aim of this study was to determine pre-service Turkish Language teachers’ metaphorical perceptions of social media platforms. Phenomenology, which is a qualitative research design, was used in the study. The sample consisted of 70 first-, second-, third- and fourth- grade students of the Department of Turkish Language Education of the Faculty of Education of Van Yuzuncu Yil University. Data were collected using a form developed to help participants write metaphors on their minds and to express themselves clearly. The form consisted of a statement in the form of “Social media platforms (Twitter, Facebook, WhatsApp, Instagram, etc.) are like… because…,” of which participants were asked to fill in the blanks to find out exactly to what they compared social media platforms and why. Data were analyzed using content analysis, which is a qualitative analysis method. Participants generated 73 metaphors, 67 of which were accepted as valid. The most frequently used metaphors were drugs, cigarettes, alcohol, and sources of information. The metaphors were grouped under ten conceptual categories; addictive, harmful, pros and cons, communication, unnecessary and useless, useful, necessity, vastness, trap, and other. The categories of addictive (22.38%) and harmful (22.38%) had the largest percentages. Of all metaphors, 37 (55.2%) were negative while 16 (23.88%) positive. Suggestions were made at the end of the study.

Preservice Turkish language teachers’ attitudes toward Anatolian dialects

<p><span>This study aimed to reveal preservice Turkish Language teachers' attitudes toward the use of Anatolian dialects in education in terms of their genders and years at university. The participants of the study are 201 preservice teachers who are 1st, 2nd, 3rd and 4th-year students studying at Turkish Language Teaching undergraduate program at Tokat Gaziosmanpasa University in the 2017-2018 academic year. The study is a correlational survey employing a descriptive research method. The data of the study were collected employing a scale named Attitude Scale Toward Anatolian Dialects. Using SPSS 22.0, t-Test for independent samples and One-Way ANOVA for independent samples were employed to analyze the data. As a result of the study, it is found out that there is a significant difference between the attitudes toward Anatolian dialects in favor of males; and being only between 2nd and 4th-year students, there is a significant difference between the attitudes in favor of 2nd-year students.</span></p>

The Effect of Digital Stories on Developing Creative Writing Skills of Preservice Turkish Language Teachers

Bu araştırmada dijital öykülerin, Türkçe öğretmeni adaylarının yaratıcı yazma becerilerine etkisi ve dijital öykü oluşturma becerilerinin değerlendirilmesi amaçlanmıştır. Karma yöntemle gerçekleştirilen araştırmanın nicel boyutunda ön-test son-test kontrol grupsuz yarı deneysel desen, nitel boyutunda ise durum çalışması deseni kullanılmıştır. Nicel boyuttaki çalışma grubunun belirlenmesinde basit seçkisiz örnekleme, nitel boyuttaki çalışma grubunun belirlenmesinde ise amaçlı örnekleme yöntemi kullanılmıştır. Bu örnekleme yoluyla belirlenmiş olan katılımcılar, 2016-2017 akademik yılında Recep Tayyip Erdoğan Üniversitesi Türkçe Öğretmenliği Bölümünde 2. sınıfta öğrenim gören 43 öğretmen adayından oluşmaktadır. Araştırmadan elde edilen nicel verilerin analizinde bağımlı gruplar için t testi, nitel verilerin analizinde ise betimsel analiz kullanılmıştır. Araştırma sonucunda dijital öykülerin “fikirlerin orijinalliği, düşüncelerin akıcılığı, düşüncelerin esnekliği, kelime zenginliği, cümle yapısı, organizasyon, yazı tarzı ve dil bilgisi” açısından yaratıcı yazma becerilerinin gelişiminde son-test puanları lehine manidar düzeyde farklılık olduğu tespit edilmiştir. Ayrıca Türkçe öğretmeni adaylarının dijital öykü oluşturma becerilerinin genel olarak iyi düzeyde olduğu ve dijital öykülerin yaratıcı yazma becerilerini geliştirdiği tespit edilmiştir.

Selection and Compliance of Learning Outcome of Pre-service Turkish Language and Literature Teachers in Activity Development Process

Türk Dili ve Edebiyatı dersleri öğrenme alanları doğrultusunda yapılandırmacı yaklaşım ekseninde ve etkinlik yaklaşımı aracılığı ile gerçekleştirilmektedir. Bu sebeple dersin öğretmen adaylarının ders planı geliştirebilmeleri için öğrenme alanlarına göre ve kazanımlara uygun olarak etkinlik hazırlayabilmeleri beklenmektedir. Bu araştırmada Türk Dili ve Edebiyatı öğretmeni adaylarının öğrenme alanları doğrultusunda hazırladıkları etkinliklerde tercih ettikleri kazanımlar ve bu kazanımların etkinlik süreci ile uyumunu tespit etmek amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden durum çalışması ile gerçekleştirilmiştir. Çalışma grubunu Türk Dili ve Edebiyatı öğretmeni adayı olan ve 2017-2018 eğitim-öğretim yılında Yıldız Teknik Üniversitesi Eğitim Fakültesinde Pedagojik Formasyon Eğitimi programı kapsamında Özel Öğretim Yöntemleri dersi alan 30 kişi oluşturmaktadır. Araştırmadaki inceleme nesneleri çalışma grubundaki öğretmen adayları tarafından hazırlanmış okuma, yazma ve sözlü iletişim (dinleme/konuşma) etkinlikleridir. Öğretmen adaylarından etkinlik geliştirebilmeleri için ortaöğretim 100 temel eser içerisinden istedikleri bir örneği seçmeleri ve etkinliğe yönelik eğitim ortamlarında bu örneklerden yararlanmaları istenmiştir. Eser seçme, kazanım seçme ve sınıf düzeyi belirleme hususlarında öğretmen adayları serbest bırakılmıştır. Doküman incelemesi ile toplanan veriler içerik analizi ile değerlendirilmiştir. Etkinlik süreci ile kazanımların uyumu üç alan uzmanı tarafından “uyumlu”, “kısmen uyumlu” ve “uyumsuz” olarak değerlendirilmiştir. Araştırma sonucunda öğretmen adaylarının kazanım seçimlerinde ve kazanımları etkinlik süreciyle eşleştirmede sınırlı oldukları belirlenmiştir. 4 saatlik bir içeriği olan özel öğretim yöntemleri dersini alan öğretmen adaylarının öğrenme alanlarını tanıyabilmeleri ve bu doğrultuda etkinlik geliştirebilmeleri için Türk Dili ve Edebiyatı eğitimine yönelik farklı dersler de almaları gerektiği düşünülmektedir.

Preservice Turkish Language Teachers'; Opinions and Suggestions About the Teaching Turkish to Foreigners Course

The aim of this study was to determine the opinions and suggestions of preservice Turkish language teachers about the Teaching Turkish to Foreigners (TTF) course. The research population consisted of 79 junior students studying in the Department of Turkish Education at the Kazim Karabekir Faculty of Education, Ataturk University. A case study design, one of the qualitative research methods, was employed in the study. A semi-structured interview form was used to collect data. The descriptive analysis technique was used to analyze the data obtained from the interviews. Based on the study, it was found that the preservice Turkish teachers thought that the TTF lessons were interesting, adequate and fun in terms of content and scope. However, they thought that the credit hours were inadequate, that there was little chance to do practice in the lessons, and that the course did not achieve its goal in terms of practice. In addition to that, findings such as the following were obtained: The level thought to be the most difficult when teaching Turkish to foreigners was the beginner level (A1-A2); with this course, they thought they reached a competency level to teach this subject; however, there was a need for activities supported by various materials and practice courses offered in relevant centers.

Türkçe Öğretmeni Adaylarının “Hızlı Okuma” Becerisine Yönelik Metafor Algıları

Bu araştırmanın amacı, Türkçe öğretmeni adaylarının hızlı okuma becerisine yönelik algılarını metaforlar yoluyla tespit etmektir. Çalışma 2017-2018 eğitim öğretim yılı güz döneminde Bartın Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Ana Bilim Dalında öğrenim gören 176 öğretmen adayı ile gerçekleştirilmiştir. Nitel araştırma desenlerinden olgu bilimin kullanıldığı araştırmanın verileri, araştırmacı tarafından oluşturulan formlarla toplanmıştır. Veri toplama sürecinde öğretmen adaylarından bu formlarda yazılı olan “Hızlı okuma ………. gibidir, çünkü ……….” ifadesindeki boşlukları doldurmaları istenmiştir. Elde edilen veriler, içerik analizi ile çözümlenmiştir. Verilerin analizi neticesinde Türkçe öğretmeni adaylarının hızlı okuma becerisine yönelik 122 farklı olmak üzere toplam 161 adet geçerli metafor ürettikleri ortaya çıkmıştır. Elde edilen bu metaforların gerekçelendirme yönleri dikkate alınarak yapılan analizler sonucu, öğretmen adaylarının oluşturdukları metaforlar 10 kavramsal kategori altında toplanmıştır.

Digital reading habits of pre-service Turkish language teachers

The present study aimed to determine the digital reading habits of pre-service Turkish language teachers. The study was conducted with relational screening model. The study sample included pre-service Turkish language teachers ( n = 140) who were faculty of education students at a state university. To determine the digital reading habits of pre-service teachers, a digital reading habits scale was developed by the author based on the field literature. The developed scale was individually delivered to pre-service teachers in the sample to collect the study data. The obtained data were analysed using arithmetic mean, independent samples t -test and one-way analysis of variance (Anova) statistical techniques. The study findings demonstrated that psychological factors associated with reading (interest, anxiety, motivation, etc.) were occasionally influential on the reading process using digital media, and pre-service teachers mostly utilised digital media on a daily basis. It was observed that digital media manuscripts were read to obtain information, for entertainment and to chat with others. Furthermore, it was determined that Internet use on a mobile phone, as well as owning a web page and a social media account, were effective on digital reading habits. Keywords: digital; habit; pre-service Turkish language teacher; printed; reading

Thinking Development Techniques Used By Pre-service Turkish Language Teachers in Informative Text Writing

The purpose of the current study is to determine the pre-service Turkish language teachers’ level of using thinking development techniques while writing informative texts. In the study, descriptive analysis-based qualitative method was employed. The study group determined by means of purposive sampling method is comprised of a total of 33 fourth-year students attending the Department of Turkish Language Teaching at the Education Faculty of Muğla Sıtkı Koçman University in the spring term of 2015-2016 academic year. In order to collect the data in the study, discussion and video display activities were performed with the pre-service teachers and then they were asked to write informative texts. The produced texts were analyzed to explore their level of using thinking development techniques. At the end of the study, it was concluded that the pre-service Turkish teachers had used the providing examples technique the most while writing informative texts and it is followed by the defining, showing witness and comparing techniques. Moreover, it was found that the pre-service teachers were limited to some certain thinking development techniques in terms of their level of using thinking development techniques.

The Effects of Individual Voice Training on Pre-service Turkish Language Teachers’ Speaking Performance

The Effects of Individual Voice Training on Pre-service Turkish Language Teachers’ Speaking Performance

“Formulaic Words” Used By Pre-Service Turkish Language Teachers In Their Daily Lives

“Formulaic Words” Used By Pre-Service Turkish Language Teachers In Their Daily Lives

Critical Thinking Dispositions of Pre-service Turkish Language Teachers and Primary Teachers

The present study aimed to determine critical thinking dispositions of pre-service Turkish language and primary teachers in terms of several variables by employing descriptive survey design. The study group consisted of 215 senior students attending Turkish Language Teaching and Primary Education Departments of Necatibey Faculty of Education at Balikesir University in the 2012-2013 academic year. The data of the study was collected with The California Critical Thinking Disposition Inventory which was adapted to Turkish by Kokdemir (2003). The scale consisting of 6 sub-scales namely analyticity, open-mindedness, inquisitiveness, self-confidence, truth-seeking and systematicity has a reliability coefficient of 0.88. Coefficients of internal consistency for each subscale range between 0.61 and 0.78. The present study found the reliability of the scale as .85. The data were analyzed through descriptive statistics, t test and one was variance analysis. It was observed in the study that the pre-service teachers had medium levels of critical thinking dispositions and that the level did not vary by their department, gender, time spent watching TV while critical thinking disposition increased as the number of books read per year went up.

Interpretation Theory and Creative Writing

Creative thinking is among the basic skills to be acquired within the context of the Turkish language teaching program, which aims to teach students how to express their opinions in a coherent manner, how to use expressions leading to different ideas, how to create cause and effect relationships, and how to make classifications and comparisons. The text produced at the end of this process is usually lacking in originality. In the present study, the document analysis method based on the determination of the pre-service Turkish language teachers' reviews of poems and stories and whether they turned them into creative writing was used. After the students were confronted with the literary works, improvements in their written works were observed in terms of fluency, consistency and originality in the expression of feelings and thoughts.