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Bu araştırmada Türkçe Eğitimi ve Sosyal Bilimlerde öğrenim görmekte olan öğretmen adaylarının okuma görünümleri metin türü ve okuma amacı bağlamında belirlenmiş ve okuma tutum profilleri incelemiştir. Araştırma tarama yönünde nicel bir araştırma olarak tasarlanmıştır. Araştırmanın çalışma evrenini 75 öğretmen adayı oluşturmuştur. Veri toplama aracı olarak Ülper ve Çeliktürk (2013) tarafından uyarlanan “Motivation to Read Profile” görüşme formu kullanılmıştır. Verilerin çözümlenmesinde tanımlayıcı istatistik kullanılmış ve veriler IBM SPSS Statistics 21 istatistik paket programında değerlendirilmiştir. Verilerin normalliğine Chi- Square testi ile bakılıp uygun istatistiksel testler yapılmıştır. Araştırmada öğretmen adaylarının %85’inin okuma güdüsünün yüksek olduğu; ancak çoğunun sadece ödev yapmak için okuma yaptığı ve bu nedenle kütüphaneye gittiği sonucuna ulaşılmıştır. Okuma yaparken Türkçe öğretmen adaylarının daha çok anlatı metnini (%69,4); sosyal bilgilerdeki adayların ise bilgilendirici metin türünü (%73,7) tercih ettiği tespit edilmiştir. Her iki bölümde de öğretmen adaylarının okuma güdüleri yüksek olmasına rağmen yılda okunan ve edinilen kitap sayısı, okuma saati, okuma amacı vb. ölçütlere yönelik tercihlerinde aradaki farkın anlamlı olmadığı görülmüştür.
In this study, the reading views of the teacher candidates studying in Turkish Education and Social Sciences were determined in the context of the text type and reading purpose and examined reading attitude profiles. The research was designed as a quantitative study in the direction of screening. The study population consisted of 75 pre-service teachers. The data collection tool form 'Motivation to Read Profile' adapted by Algeria and Algeria (2013) was used. Descriptive statistics were used to analyze the data and the data were evaluated in IBM SPSS Statistics 21 statistical package program. Chi-Square test was used to test the normality of the data and appropriate statistical tests were performed. In the study, 85% of the prospective teachers were found to have high reading motivation; however, it was concluded that most of them only read to do homework and therefore went to the library. While reading, the more narrative texts of Turkish teacher candidates (69.4%); It was determined that the candidates in social studies preferred informative text type (73.7%). In both chapters, although the reading motivation of the prospective teachers is high, the number of books read, the time of reading, the purpose of reading, etc. are read. The difference in the preferences for the criteria was not significant.
In this study, the reading views of the teacher candidates studying in Turkish Education and Social Sciences were determined in the context of the text type and reading purpose and examined reading attitude profiles. The research was designed as a quantitative study in the direction of screening. The study population consisted of 75 pre-service teachers. The data collection tool formu ‘Motivation to Read Profile’ adapted by Ülper and Çeliktürk (2013) was used. Descriptive statistics were used to analyze the data and the data were evaluated in IBM SPSS Statistics 21 statistical package program. Chi- Square test was used to test the normality of the data and appropriate statistical tests were performed. In the study, 85% of the prospective teachers were found to have high reading motivation; however, it was concluded that most of them only read to do homework and therefore went to the library. While reading, the more narrative texts of Turkish teacher candidates (69.4%); It was determined that the candidates in social studies preferred informative text type (73.7%). In both chapters, although the reading motivation of the prospective teachers is high, the number of books read, the time of reading, the purpose of reading, etc. are read. The difference in the preferences for the criteria was not significant.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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