Özet:

The aim of this research is to study the impact of collaborative letters and collaborative classical reporting studies on the academic achievements of teachers' social information candidates in the course of today's world issues and the relationship between learning writing and course success. The method of research is a semi-experimental design with a group of pre-test-est comparison. The study’s work group 2019-2020 educational year at the Atatürk University Kazim Karabekir Education Faculty forms social information teachers candidates. The study was conducted with two experimental groups in 6 weeks with a total of 12 lesson hours related non-compliance. The research has used the Academic Success Test (ABT), letter writing and classical report writing evaluation rubric as a data collection tool. According to the data obtained from the pre-application test to teachers candidates, there was no significant difference between the pre-application levels of teachers candidates in which two different applications were performed. The collaborative classical report and collaborative letter writing activities have been found to increase the academic achievements of teachers candidates to a statistically significant level. The attitudes of teachers candidates towards the problems of today's world have been determined as a statistically significant difference in the benefit of teachers candidates who are employed by collaborative letter writing. It is also established that there is no significant difference between the teacher candidates’ collaborative letter writing skills and the collaborative classical reporting skills.

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