Özet:

This research aims to determine whether teacher applicants’ writing concerns meaningfully differ from several variables (gender, department, to like or not to like reading). The research was made with descriptive research method based screening model. Study group was formed from 244 teacher applicants who are studying in the Recep Tayyip Erdoğan University Faculty of Education at the departments of Primary Education Mathematics, Science, Classroom, Social Science and Turkish Teaching in 2012-2013 education-training year spring semester. 26 itemed “Writing Concern Scale” which was developed by Daly-Miller and translated in Turkish by Özbay and Zorbaz (2011) was used as the data collecting means in the research. Item internal coefficent of consistence (Cronbach-Alfa) was found 90. According to the results of the research it is spotted that gender variable makes no meaningful difference on writing concern; in the variables of loving reading books and writing; that those teacher applicants who like reading have less concerns about writing. From the point of department variable: while teacher applicants who have prejudice on writing and who are at the different dimensions of sharing their writings have the same level of concern; a meaningful difference was spotted between those who are studying at the Turkish and Mathematics Teaching at the dimensions of appreciation of writing and evaluation of writings.

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