Author :
Abstract
Bu çalışmanın amacı, öğretmen adaylarının yazma kültürlerinin nasıl olduğunu ortaya koymaktır. İleride öğretim lideri olarak görev alacak öğretmen adaylarının vereceği yazma eğitiminin niteliğinde ön öğrenmeleri belirleyici olacaktır. Betimsel nitelikli bu çalışmada veri toplama tekniklerinden sormaca tekniği kullanılmıştır. Araştırmanın çalışma grubunda 2018-2019 eğitim-öğretim yılında Türkçe Eğitimi Anabilim Dalı dördüncü sınıfta öğrenimlerini sürdüren 45 ve Türk Dili-Edebiyatı Bölümü dördüncü sınıfta öğrenimlerini sürdüren 77 olmak üzere toplam 122 öğretmen adayı yer almıştır. Katılımcıların yazma kültürüne ilişkin verileri toplamak için Avrupa Yazma Sormacası adlı likert tipi bir sormaca Türkçeye uyarlanmıştır. Toplanan veriler istatistik programına aktarılarak sıklık, yüzdelik ve aritmetik ortalamaları alınarak çözümlenmiştir. Yapılan çözümleme sonucunda, katılımcıların öğrenim gördükleri programda yazılı metinlerinin değerlendirildiği çok sayıda ders olmadığı, ürün odaklı değerlendirme yapıldığı, yetersiz ve niteliği düşük geribildirim verildiği, taslak metni gözden geçirmeye fazla zaman ayrılmadığı, üretilen metin türlerinin kısıtlı olduğu ve intihal konusunda bilgilendirme yapılmadığı sonucu ortaya çıkmıştır. Öte yandan, katılımcıların sıklıkla not alması ve yazmaya başlamadan önce plan yaptıklarını bildirmeleri ortaya çıkan olumlu sonuçlardır. Araştırmanın veri tabanından elde edilen bulgular genel olarak değerlendirildiğinde öğretmen adaylarının yazma kültürünün nitelikli biçimlenmesi bakımından öğrenim gördükleri programdaki uygulamaların yeterli kaynak oluşturmadığı söylenebilir. Öğretmenin sınıf içi uygulamalarında ön öğrenmeleri ve bu ön öğrenmelerden kaynaklanan inançları önemli rol oynar. Bu yüzden öğretmen adaylarına sunulacak öğretim programının ve uygulamaların nitelikli olması bir zorunluluktur. Çalışmanın sonuçlarından hareketle yazma kültürünün geliştirilmesi konusunda öneriler sunulmuştur.
Keywords
Abstract
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
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