E-ISSN:2342-0251

EXPLORING PRESERVICE TEACHERS’ WRITING CULTURE


This study aimed to explore the status of writing cultures of preservice teachers. Preliminary learning of preservice teachers as the future leaders of teaching will be decisive in the quality of writing education they will provide. This descriptive study utilized the questionnaire method of data collection methods. The participants of the research were 122 preservice teachers during the academic year of 2018-2019. For the data regarding the participants’ writing culture, a Likert questionnaire titled the European Writing Questionnaire was adapted into Turkish. The collected data were transferred to statistical software for the analysis of frequency, percentage and arithmetic mean. It was found in the analysis that there were not many courses in which written texts were evaluated in the department of the participants, a product-oriented evaluation was in question, inadequate and low-quality feedbacks were provided, not much time was dedicated for revising the outline, genres in which texts were produced were limited, and the participants were not informed of plagiarism. On the other hand, positive results included that the participants reported they often took down notes and made plans before starting to write. When the findings obtained from the database of the research are evaluated in general, it can be said that the applications in the program where preservice teachers are studying in terms of the qualified formation of the writing culture do not constitute sufficient resources. Pre-learning and beliefs arising from these pre-learning play an important role in the classroom practices of the teacher. Therefore, it is an imperative that the curriculum and practices to be offered to prospective teachers are qualified. Based on the results, recommendations were provided about improving the writing culture.


Keywords


Teacher education, writing education, feedback, process writing

Author : Melik ZORBAZ - Gökhan Çetinkaya
Number of pages: 202-220
DOI: http://dx.doi.org/10.29228/ijla.42963
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International Journal of Language Academy
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