Turkish Language Teacher Candidates Research Articles

Critical Reading Self-Efficacy Perceptions of Turkish Language Teacher Candidates

Critical Reading Self-Efficacy Perceptions of Turkish Language Teacher Candidates

Investigation of the Competencies of Teacher Candidates in Using Web 2.0 Tools

This study aimed to examine the web 2.0 tool usage competencies of Turkish and Turkish language and literature teacher candidates. The participants' proficiency with Web 2.0 tools was assessed in this context based on several characteristics. 279 teacher candidates (219 female and 59 males) were the subjects of the study, which was carried out at an eastern Turkish university. The data was gathered using Google Docs (Google Forms) and the “Web 2.0 Tools Usage Competency Scale (WAKYÖ)” created by Çelik (2021) as the data gathering method. The results of the study indicate that the digital competency of teacher applicants is frequently in the medium range. The results show that while most teacher applicants use social media, they don't use it frequently. In the gender-based examination, male teacher candidates performed much better than female teacher candidates when using Web 2.0 tools. However, an analysis of age groups shows that there are no discernible differences in Web 2.0 tool proficiency. The examination conducted based on the department or main science that each student pursued at the university revealed that teacher candidates with varying degrees of education possessed comparable levels of digital proficiency. However, there was no discernible difference in the analyses conducted based on the individuals' devices, their use of social media, the amount of time they spent on it each day, and whether or not they had taken computer or information technology courses during their undergraduate studies. The results showed no appreciable variation based on family income level. The results suggest that the focus of educational activities should be on more effective ways to improve digital skills. This makes it obvious that specialized training and support programs should be developed to fulfill the requirements of teacher candidates while taking into consideration factors like academic specialization and gender.

Research on Lifelong Learning Tendencies of University Students

The lifelong learning strategy is one of the most significant strategies suggested for bringing up modern persons in the appropriate circumstances. This study attempts to identify, in terms of several characteristics, the lifelong learning tendencies of the Turkish language, literature, and Turkish teacher candidates. 297 students studying Turkish Language and Literature as well as Turkish Teacher Certification at a university in the east of Turkey make up the study's sample in the survey model. The Lifelong Learning Tendency Scale (Gür Erdoan Arsan, 2016) was used to gather the research's data. The information gathered throughout the study was analyzed using four distinct methods, including frequency, percentage, t-test for independent groups, and Kruskal Wallis H test. The statistical software package SPSS for Windows 22.00 was used to analyze the data. The study's findings revealed that, when it comes to gender-related factors, female teacher candidates had stronger lifelong learning tendencies than male teacher candidates. It was discovered that teacher candidates who read books frequently—every day, every other day, and once a week—had better propensities for lifetime learning than those who read books just once a month. It was found that teacher candidates with stronger dispositions toward lifelong learning studied scientific/academic, personal development, adventure, novel/story, and literary genres. Additionally, it was discovered through the research that there was no significant difference in the lifelong learning tendencies of teacher candidates about factors like age, the department or major of science they studied in college, the grade level they studied in, family income level, the education levels of their mothers and fathers, and preferred reading model. In general, it was found that teacher applicants scored extremely well on the lifelong learning tendencies scale when it came to their responses regarding their degrees of willingness to learn and grow over time.

Turkish Language Teacher Candidates' Multimodal Literacy Levels and Their Attitudes Towards Information and Communication Technologies

As the digital technologies develop, the multi-modal structures in which multiple modes such as text, sound and image are used concurrently are frequently encountered in daily life. In this sense, the literacy levels of Turkish language teacher candidates who will work on improving their native language skills towards multimodal structures and their pre-disposition towards information and communication technologies they will use in order to use these structures are regarded as significant. The present study aimed to examine Turkish language teacher candidates' multimodal literacy levels and their attitudes towards information and communication technologies in terms of various variables and reveal the relationship between these two variables. The study was a quantitative study and was conducted in accordance with the relational screening model. The data was obtained from a total of 156 students studying at different levels in the Turkish language teaching undergraduate program at a state university. Data were collected with the Multimodal Literacy Scale, developed by Bulut, Ulu and Kan (2015), whose validity and reliability studies were conducted, and were also collected through the Information and Communication Technology Attitude Scale, which was developed by Günbatar (2014) and whose validity and reliability studies were conducted. In an attempt to reveal the relationship between variables, the simple linear relationship coefficient was calculated in the IBM SPSS 21 program. The significance of the scores obtained from the scales by gender and class was examined using the t-test, one of the parametric tests, and the Kruskal Wallis H test, one of the non-parametric tests, based on the normality of the distribution. As far as the results of the study are concerned, it was found that there was a medium-level relationship between Turkish language teacher candidates' attitudes towards information and communication technologies and their levels of multi-modal literacy (.350), and when the relationships between the sub-dimensions of the scales were examined, the two dimensions with the highest correlation coefficient were software use and Expressing oneself using multimodal structures (.541). It was concluded that the ICT attitudes did not differ significantly by the class and gender variables. It was also concluded that the multimodal literacy level demonstrated a significant difference in favor of the female students by gender, and between 2nd, 3rd and 4th year students in favor of 4th year students by the grade variable. The results obtained were considered and various suggestions were made.

Analysis of Turkish language teacher candidates' speech anxiety in terms of various variables in the context of 21st century skills

The requirements of the 21st century encompass not only grammar and vocabulary but also effective communication through oral, written, and ICT-mediated processes. The teaching profession should be embraced as an art of addressing the student's soul and nurturing individuals. Speech anxiety is a common condition encountered in communication, language learning, and teaching processes, which can negatively affect students' language skills. The aim of this article is to analyze the speech anxiety of Turkish language teacher candidates in terms of various variables. The research was conducted using a survey model where the 'Speech Anxiety Scale,' a 5-point Likert-type scale, was employed. The sample of the study consisted of 200 voluntary Turkish language teacher candidates continuing their education at two different universities in the Eastern Anatolia and Central Anatolia regions in 2023. Descriptive statistics (% and f), independent samples t-test to determine changes in scores based on participants' gender, one-way ANOVA for class levels, and one-way ANOVA analyses to determine score differences based on the grade variable were used in the data analysis. After ANOVA, Dunnett C test was used for determining the differences that emerged. The research examined the levels of speech anxiety of teacher candidates and found that this anxiety was especially prevalent in items such as 'Fear of speaking in front of an audience,' 'Feeling embarrassed when talking about myself to people,' and 'Getting excited when talking to someone of the opposite sex' with 'Always' responses. While no significant differences were found between gender and class levels, factor analysis results revealed that the FF and DC groups had lower environmental-focused anxiety and overall speech anxiety compared to the BA group.

Türkçe Öğretmeni Adaylarının Dil Bilgisi Kaygısının Çeşitli Değişkenler Açısından İncelenmesi

Bu araştırmada öncelikle Türkçe öğretmeni adaylarının dil bilgisi kaygılarının belirlenmesi ve cinsiyet, yaş ,sınıf düzeyi, akademik not ortalaması ve haftalık kitap okuma sayısı değişkenleri açısından incelenmesi amaçlanmıştır. Bu araştırma, iki ya da daha çok sayıdaki değişkenin birlikte değişim derecesini belirlemeyi amaçlayan araştırma modeli olan ilişkisel türden araştırma modeli ile desenlenmiştir, nicel bir çalışmadır. Araştırma seçkisiz örnekleme yönetimlerinden uygun örnekleme ile yürütülmüştür. Araştırmanın yürütüldüğü örneklemi Türkçe Eğitimi ve Fen Edebiyat Fakültesinin Edebiyat Bölümünde farklı sınıf düzeylerinde öğrenim gören 320 lisans öğrenci oluşturmaktadır. Veri toplama sürecinde Ekinci-Çelikpazu ve Taşdemir (2022) tarafından geliştirilen Dil Bilgisi Kaygısı Ölçeği (DBKÖ) kullanılmıştır. Verilerin analizinde, DBKÖ puanı ile cinsiyet değişkeni arasında manidarlık bağımsız gruplar t-testi ile incelenmiştir. Öğrencilerin akademik not ortalaması, DBKÖ puanı ve yaş değişkenlerinin sınıf düzeyine göre sınıflama doğrulukları Diskriminant Analizi, haftada okunan kitap sayısı ile DBKÖ puanı, akademik not ortalaması, yaş değişkenleri arasındaki manidarlık Diskriminant Analizi ile incelenmiştir. Dil Bilgisi Ders başarı düzeyi ve haftada okunan kitap sayısı değişkenlerine göre dil bilgisi kaygısı düzeyi sınıflaması Lojistik Regresyon Analizi ile belirlenmiştir. Araştırmanın bulguları doğrultusunda cinsiyet değişkeni bakımından Dil Bilgisi Kaygısı Ölçek puanlarında manidar bir farklılık bulunmuştur. Ders akademik not ortalaması ile sınıf düzeyi değişkeni arasında manidar bir farklılık bulunmuştur. Birinci sınıfta öğrenim gören öğrencilerin dil bilgisi dersleri akademik not ortalamasının düşük, kaygılarının yüksek olduğunu göstermektedir. Haftada üç ve üzeri kitap okuyan öğrencilerin fonksiyon ortalamasının, bir iki okuma yapanların öğrencilerin ortalamasına, hiç okuma yapmayanların fonksiyon ortalamasına göre yüksek olduğu görülmektedir. Bu sonuçlar haftada üç ve üzeri kitap okuyan öğrencilerin Dil Bilgisi Kaygısı Ölçek puanlarının düşük olduğunu göstermiştir. Haftada okunan kitap sayısı ve yaş değişkenlerinin birlikte Dil Bilgisi Kaygısı düzeyinde sınıflandırma yapmada bir yordayıcı oldukları görülmüştür.

Examining Perceptions of Turkish Language and Literature Teacher Candidates with Pedagogical Formation towards Drama Method

Examining Perceptions of Turkish Language and Literature Teacher Candidates with Pedagogical Formation towards Drama Method

The Relationship between the Digital Literacy Levels of Turkish Language Teacher Candidates and Their Attitudes Towards Digital Writing

The purpose of this study is to explore the levels of digital literacy among Turkish teacher candidates as well as their attitudes about digital writing, and to investigate the relationship between these variables. The survey model is used in this study using a quantitative research approach. The sample of the research consists of 556 Turkish language teacher candidates studying at 18 different public universities in Turkey in the fall of the 2021-2022 academic years. In this study, personal information form, Digital Literacy Scale, and Attitude Scale for Digital Writing (DWS) are employed as data collection tools. The data are analyzed using correlation and regression analysis test. The research findings show that the digital literacy levels of Turkish language teacher candidates and their attitudes towards digital writing are moderate. These findings disclose a necessity to improve both the digital literacy of Turkish teacher candidates and their attitudes towards digital writing. Additionally, the results generally reveal a favorable and significant correlation between the participants’ attitudes regarding digital writing and their degrees of digital literacy. The findings of the present study are examined in the light of the literature, and different recommendations are developed.

The Awareness of Turkish Language Teacher Candidates' about the Writers and Poets in Contemporary Children's Literature (2000 And Later)

The Awareness of Turkish Language Teacher Candidates' about the Writers and Poets in Contemporary Children's Literature (2000 And Later)

The Effect Of Reading Literacy Questioning Training On Turkish Language Teacher Candidates’ Pisa-Style Questions Preparation

The purpose of the study was to test the effect of reading literacy questioning training on Turkish language teacher candidates’ PISA-style question preparation. The training was carried out with 55 volunteer Turkish teacher candidates studying at the Turkish Language Teaching undergraduate program of Bursa Uludağ University. The training sessions with participants within the framework of the study lasted for 7 weeks in the fall semester of the 2019-2020 academic year. The study was conducted with a nested experimental design, which is one of the mixed methods. As a data collection tool, a test with 6 texts for the participants to ask questions and classify them was used. Furthermore, a semi-structured interview form was used to specify the development of the participants in the training process. The data related to the test were analyzed using descriptive statistics, t-test, Wilcoxon signed-rank test and Cohen’s d formula, and the interview data were analyzed by the descriptive analysis method. Based on the analysis, the training had a significant effect on the participants’ preparation of PISA-style questions and in increasing the success of classifying PISA-style questions according to the PISA framework. It was found that there was a significant increase in the number of questions asked by the participants after the training and in the number of questions for high-level competencies. After the training, the participants stated that they considered themselves competent in classifying questions rather than preparing PISA-style questions. However, they also stated that the training period was insufficient. The research findings revealed that teacher candidates needed pre-service questioning training and this need should be met. It is recommended that longer period of time be devoted to training for future studies.

Media as a Learning-Teaching Tool in the Context of Media Literacy from Turkish Language Teacher Candidates’ Perspective

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.

Enhancing the Cross-Cultural Competence of Prospective Language Teachers

In the twenty-first century, education does not merely focus on information exchange; additionally, it does so on various abilities and living in harmony. To materialize such acquisition among students, cross-cultural competence is an essential vehicle in a rapidly globalizing world. This calls for integrating comprehensive cross-cultural education as an independent subject into teacher training programs alongside the applied practices that go with it. Against this backdrop, the current study aims to determine the cross-cultural competency capabilities of Turkish language teacher candidates studying at one of the major universities in Turkey. In this article, initially cultural dimensions, scope of culture, and aspects of cross-cultural competency are addressed on a theoretical basis. In addition, learning materials are developed by the candidates, based on the instructions provided by the researcher, and analyzed according to their content of cross-cultural competency. The paper also discusses the cultural background of the candidates and their cross-cultural competency capabilities. The findings show that the participants have major difficulty presenting sufficient information or content in developing their cross-cultural competency. In the end, there are recommendations for enhancing the cross-cultural competency capabilities, while shedding light on the inadequate focus devoted to improving these skills within the training programs.

The Effect of Classroom Debate Activities on Pre-service Teachers’ Argumentativeness

The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.

Investigation of 21st Century Learner Skills Usage Levels of Turkish Language Teacher Candidates

In this study, it was aimed to determine the 21st century learner skills usage levels (cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills) of Turkish language teacher candidates in terms of some variables (gender, grade level, success status). In this study, singular screening, causal comparison and relational screening models were used together within the framework of quantitative research approaches. The respondents were 259 students studying in Turkish Language Teaching Program of Turkish and Social Sciences Department at Balikesir University Necatibey College of Education in the 2018-2019 academic year. The “21st Century Learner Skills Usage Scale” developed by Orhan Göksün (2016) was used as the data collection tool. The scoring of the five-point Likert-type scale consisting of 31 items was made from never (1) to always (5). The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills. In the analysis of the data obtained, mean for descriptive analysis, t-test and analysis of variance techniques for comparisons made by the related variables were used. In the study, it was found that the 21st century learner skills usage levels of Turkish language teacher candidates differed in favor of males only in the innovation skills dimension of the scale. It was concluded that as the grade level and grade point average increased, the level of 21st century learner skills use of the participants also increased.

The determination of Turkish and Turkish language and literature teacher candidates’ awareness of learning grammar

This study aims to determine the direction what the mother tongue teacher candidates' awareness of why they learned grammar/features of the structure of the language. The research was conducted according to the document analysis method in qualitative research principles. The study group consisted of 94 students studying in the 1st, 2nd, 3rd, and 4th grades of Turkish teaching and Turkish language and literature in the 2019-2020 academic year of a state university. As a method of data collection, the participants were asked to answer an open-ended question that was prepared and standardized in advance by the researchers in writing to create a comprehensive text. The texts created with this method were used as the documents of the research. The data analysis method of the research is a categorical analysis which is one of the content analysis types. The awareness of the study group on the subject determined was combined into six themes. According to the results, the study identified various awareness of prospective teachers of Turkish and Turkish language and literature regarding the formation of language awareness as; development of understanding skills, development of expression skills, language-reality relationship, functional language use, and thinking-language relationship were determined regarding learning the structural features/grammar of Turkish.

The Metaphoric Perceptions of the Prospective Turkish Language and Literature Teachers, Taking Pedagogical Formation Education about “Bilingualism”

The concept of bilingualism is gaining prominence in our daily lives due to political and social reasons. The fact that bilingualism has become an undeniable fact requires investigation of it in educational sciences. How prospective teachers perceive the concept of bilingualism will fill a gap in the literature in terms of understanding educational practices. In this context, the purpose of this study is to determine the perceptions of the Turkish language and literature teacher candidates who have received formation education about the concept of "bilingualism" through metaphors. About 92 Turkish language and literature teacher candidates, studying at Çukurova University, form the research group of the study, for which qualitative research design is adopted. As a data collection tool, each student was given a guidance note with the expression of “bilingualism is like… because…” and the blanks in this guidance note were asked to be filled in. The metaphors obtained in the study were collected in different categories. Content analysis technique was used to analyze the data. According to the results of the research, it was determined that Turkish language and literature teacher candidates who received formation education had positive perceptions about the concept of bilingualism in a total of 12 concept categories.

Türkçe Öğretmeni Adaylarının Akademik Erteleme Davranışları ile Akademik Öz Yeterlikleri Arasındaki İlişkinin İncelenmesi

Bu arastirmanin amaci, Turkce ogretmeni adaylarinin akademik erteleme davranislari ve akademik oz yeterlikleri ile ilgili gorusleri arasindaki iliskiyi belirlemektir. Calismada iliskisel tarama modeli kullanilmistir. Arastirmanin orneklemini Turkiye Istatistik Kurumu (TUIK) tarafindan ortaya konan istatistiki bolge birimlerinden secilen 13 ilde bulunan devlet universitelerindeki egitim fakultelerinin Turkce ogretmenligi programlarinda 2017-2018 egitim-ogretim yilinda ogrenim gormekte olan 4. sinif ogrencisi 557 Turkce ogretmeni adayi olusturmaktadir. Arastirmada, veri toplama araci olarak “Kisisel Bilgi Formu”, “Akademik Erteleme Davranisi Olcegi” ve “Akademik Oz Yeterlik Olcegi” kullanilmistir. Turkce ogretmeni adaylarinin akademik erteleme davranisi duzeyleri incelediginde; Sorumsuzluk (X =2.62), Akademik Gorevin Algilanan Niteligi (X =2.31), Ogretmenlere Iliskin Olumsuz Algi (X =3.15), Akademik Mukemmeliyetcilik (X =2.77) boyutlarinin ortalamalarin dengeli dagildigi, Turkce ogretmeni adaylarinin, Akademik Gorevin Algilanan Niteligi boyutunda dusuk duzeyde ve diger boyutlarda orta duzeyde bir puana sahip olduklari tespit edilmistir. Turkce ogretmeni adaylarinin akademik oz yeterlik duzeyleri incelendiginde, Bilissel Uygulamalar (X =3.21), Sosyal Statu (X =2.83), Teknik Beceriler (X =3.02) boyutlarinin ortalamalarinin dengeli dagildigi ve puanlarin orta duzeyde oldugu saptanmistir. Akademik Erteleme Davranisi Olcegi genel aritmetik ortalamasinin orta duzeyde oldugu (X =2.61), Akademik Oz yeterligin genel aritmetik ortalamasinin da orta duzeyde oldugu (X =3.07) tespit edilmistir. Arastirma sonucunda, akademik erteleme davranisi ile akademik oz yeterlik arasindaki negatif yonde dusuk seviyede iliski tespit edilmistir. Akademik oz yeterligin akademik erteleme davranisini yordayip yordamadigina bakildiginda Teknik Beceriler haric diger akademik oz yeterlik boyutlarinin akademik erteleme davranisini yordadigi gorulmustur.

Investigation of the Perceptions of Turkish Language Teacher Candidates Regarding Multiculturalism

Purpose of this studying is to examine the perception of the multiculturalism of Turkish teachers. For this purpose, descriptive survey design which is one of the quantitiative research methods is used by reforming the philosophical foundations of positivist paradigm. The sample of this research is to create a university in the field of Turkish teachers in Marmara region of Turkey. Similar homogonous samples and measure samples together are used. Datas obtained to Turkish teachers demographic informations collection form and security, multicultural perception scale, by using validity study. This data analyzed with SPSS program. As a result of findings, it has been discovered that the awarenesses of the perception of multiculturalism. Which Turkish teacher candidates who will take on active duty in teaching language which is carrier of concept of culture. Consequently, it has been developed suggestions for administrators who take a part in departments of Turkish Teacher and researchers who will study in the context of multiculturalism.

Turkish Language teacher candidates' perceptions of the concept of digital story: A metaphor study

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.

An Investigation of Turkish Language and Turkish Language and Literature Teacher Candidates’ Critical Reading Self-efficacy (The Case of Mehmet Akif Ersoy University)

The basic purpose of native language teaching is ensuring that students develop their skills in four basic language skills at an adequate level. For this purpose, Turkish Language and Turkish language and literature teachers who work in different teaching levels, especially classroom teachers, have important duties. Reading, which is among basic language skills, is a comprehension ability for individuals to reach new information and improve themselves. The thing that is important in reading is combining new information with previous information, and making sense of new information through previously learned information. A good reader should be able to make evaluations about text in a critical manner, in other words, s/he should be able to read critically. Turkish Language and Turkish Language and Literature teachers, who have the responsibility of giving students reading skills in formal education institutions, must have improved critical reading skills. In this study, the purpose was to determine the critical reading self-efficacy levels of Turkish Language and Turkish Language and Literature teacher candidates through some variables. The study data were collected by using the “Critical Reading Self-Efficacy Scale”. The SPSS 21.00 Program was used to analyze the data. From the analysis of the data, it was found that Turkish Language and Turkish Language and Literature teacher candidates have moderate critical self-efficacy levels. It was also observed that the critical reading self-efficacy perceptions of teacher candidates do not change according to gender; however, the reading self-efficacy perceptions of Turkish Language teacher candidates were found to be higher than that of the Turkish Language and Literature teacher candidates. It was also concluded that the critical reading self-efficacy perceptions of the teacher candidates, who said that they had reading habits, were higher than the teacher candidates, who said that they did not have reading habits.