Özet:

It is known that the type of text consciousness affects the processes of understanding and writing that you read. In these processes, the guidelines of the Turkish teachers are also required to research their awareness of the structure of the texts. In this framework, the research is designed to explore the conception trends of the Turkish teacher candidates regarding the types of text and the reasons that determine these trends. The research was carried out in a simultaneous karma pattern where quantum and quality data were collected and integrated. The participants are students of the Turkish Education Department of the Education Faculty of three universities in Turkey (n=213). The closed-end data collection process for determining the type of texts (elective) and the open-end data collection process, which includes the reasons participants use when determining the type of the text concerned, are simultaneously carried out. Frequency resolution for closed end data is categorical resolution for open end data. According to the findings, half of the Turkish teacher candidates have classified the chosen news text as a narrative text because he "speaks of a living (real) event" and "uses a narrative language" and 30% as a narrative text because he "informes and explains an event". Most of the participants have defined the journey text in the narrative structure as a visual text on the grounds that "the writer has described it in a way that the reader's minds will live." In the description text, the participants who highlighted the feature of "why not to make an explanation by reporting on a subject" or "to give information" the participants who acted by the explanation of "why the author gave information, wanted to teach" tended to the teaching concept. The participants were concerned with the personal experience and the experiment, but they did not focus on a single option in teaching, narrative, explanatory, illustrative and controversial forms, they showed an unstable distribution. As a result, it was revealed that most participants were unable to identify the differences in the schematic structure of the texts, especially in personal experience narration and experimentation, they were unable to distinguish the explanatory texts with the instructive texts, and they were focused on small-scale structures when determining the type.