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Abstract


PRE- SERVICE TURKISH TEACHERS’ SELF-ASSESSMENT ON THEIR ACADEMIC SKILLS
In this study, considering that the improvement of academic thinking skills is of importance to the in educational system, pre-service Turkish teachers were asked to assess themselves regarding their academic thinking skills. The aim was to analyze their self-assessment. In this regard the problematic sentence of this study is specified as “at which level do pre-service Turkish teachers define their academic thinking skills?” The objective of this study was to have pre- service Turkish teachers assess themselves in terms of learning, planned study, effective reading, listening, note-taking, class participation, writing, library use, preparing for and taking an exam and motivation. For this purpose, “the test to evaluate the study and learning activities”, which was devised by Yıldırım, Doğanay and Türkoğlu (2000), was used as the measurement instrument and it was applied to 200 pre-service Turkish teachers. This test consists of 10 sections and 80 questions. The test applied is Five- Point Likert Scale composed of 80 affirmative questions. The answers of pre-service teachers to the questions were scored between 1 and 5 and were analyzed with the SPSS 11.5 package programme. Their replies scored as “(5) I am highly competent, (4) I am competent, (3) I am fairly competent, (2) I am a little competent and (1) I am not competent at all. Consequently it was concluded that pre-service Turkish teachers regarded themselves, by and large, to be “fairly competent” in respect to their academic study skills.

Keywords
Academic achievement, academic thinking skills, higher education, self assessment.


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    Dear Academicians,

    IJLA's issue 7/1 (March 2019) is published, under the guest editor of Associate Professor Dr. Fulya TOPÇUOĞLU ÜNAL from Kütahya Dumlupınar University and the co-guest editor is Dr. Muharrem Kürşad YANGIL is from Kütahya Dumlupınar University.

     

     

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