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Akademik yazma, araştırma sürecini ve sonuçları belgeleyip ileten bir araç olmakla birlikte deneme, bildiri, araştırma ödevi ve bilgilendirme yazısı gibi türler üzerinden öğrencileri araştırma raporu yazmaya hazırlayan bir etkinlik olarak tanımlanabilir. Üniversite öğrencilerine akademik yazma yeterliği kazandırmak amacıyla Yüksek Öğretim Kurulu eğitim fakültelerinde verilmekte olan Türk Dili II dersinin içeriğini akademik yazma eğitimine yönelik olarak yeniden düzenlemiştir. Bu araştırmada üniversite birinci sınıf öğretmen adaylarının akademik yazma eğitimine yönelik görüşleri belirlenmeye ve bunun yanında YÖK’ün belirlediği yeni içeriğin derste uygulanması sürecinde ortaya çıkan sorunlar, eksikler ve ihtiyaçlar belirlenmeye çalışılmıştır. Çalışma grubunu Lefke Avrupa Üniversitesi Eğitim Fakültesi bünyesindeki İngilizce Öğretmenliği, Okul Öncesi Öğretmenliği, Özel Eğitim Öğretmenliği, Sosyal Bilgiler Öğretmenliği bölümlerinde öğrenim gören 102 öğrenci oluşturmaktadır. Araştırma, nitel araştırma desenlerinden biri olan “durum çalışması” deseni kapsamında yürütülmüştür. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Ön görüşmede öğretmen adaylarının dörtte üçü akademik yazma kavramının ne olduğunu bilmezken son görüşmede bu oran azalarak akademik yazma konusunu kavradıkları anlaşılmıştır. Akademik yazmayı bilimsel gelişme, akademik kariyer, mesleki ve bireysel gelişim açısından faydalı ve kıymetli bulduklarını ifade etmeleri, öğretmen adaylarının Türk Dili II dersinin ana içeriği olan akademik yazma eğitiminin önem ve gerekliliğini kavradıklarını göstermiştir. Ancak katılımcıların akademik yazma becerisi kazanmada zorluklar yaşadıkları, kendilerini yetersiz buldukları anlaşılmıştır. Katılımcılar Türk Dili II dersinde teorik ve pratik düzeyde akademik yazma becerisi kazanmaktadır. Bu derste kazandırılan bilgi ve becerinin güçlenmesi diğer derslerde deneme, makale, proje gibi yazma çalışmalarının sürdürülmesiyle sağlanabilir.
While academic writing is a tool to document and communicate the research process and results, it can be defined as an event that prepares students to write a research report through types such as experimentation, declaration, research task and information writing. To provide academic writing qualifications to university students, the Higher Education Council has reorganized the content of the Turkish Language II course, which is being given in the educational faculty in order to provide academic writing training. In this study, the university first-class teacher candidates were attempted to identify the views of academic writing training and, in addition, the problems, shortcomings and needs arising from the process of application of the new content determined by the YÖK in the course. The study group consists of 102 students studying in the English Teaching, Pre-School Teaching, Special Education Teaching, Social Information Teaching departments within the Lefke European University School of Education. The research was carried out within the framework of the "situation study" design, which is one of the quality research patterns. A semi-configured conversation form has been used as a data collection tool. Three-thirds of the teaching candidates in the first interview did not know what the concept of academic writing was, but in the last interview they understood that this ratio was reduced by understanding the subject of academic writing. Expressing that they find academic writing useful and valuable in terms of scientific development, academic career, professional and individual development, teaching candidates have shown that they understand the importance and necessity of academic writing training, which is the main content of the Turkish Language II course. However, it is clear that the participants experience difficulties in acquiring academic writing skills and find themselves insufficient. Participants gain academic writing skills at the theoretical and practical level in Turkish Language II course. The strengthening of the knowledge and skills acquired in this course can be achieved by continuing the writing work such as experimentation, article, project in other courses.
Academic writing is used to document and the communication of the method and findings of a piece of research. In the context of academic education, however, it may be viewed as an activity that prepares students for disciplinary writing of a research report, which is commonly taught through exercises in writing essays, research articles, informative papers, etc. The Council of Higher Education has made significant strides in the development of the curricula of the Turkish Language-II course within the scope of and in accordance with programs that are designed to improve the academic writing proficiency of Faculty-of-Education students. In this study, it was aimed to determine the opinions of the freshman students that are enrolled on a Faculty-of-Education program about teaching academic writing and the implementation of the new content in the course as well as the relevant problems, deficiencies and needs. The study group consists of 102 students that are enrolled in the English Language Teaching, Preschool Teaching, Special Education Teaching, and Social Studies Teaching Departments at the Fazıl Küçük, Faculty of Education, European University of Lefke. The research was conducted within the scope of "case study" design, which is one of the qualitative research designs. A semi-structured interview form was used for data collection. Results from preliminary interviews revealed that three-quarters of the students did not understand the concept of academic writing; however, this ratio decreased by the end of the program, which is indicative of a successful program of study. Prospective teachers participating in the study stated that they find academic writing important with the thought that it will contribute to their education and profession; and that it will benefit them during their postgraduate education. They were thus found to be exhibiting a positive attitude towards the academic writing course, in general, by the end of the course. However, we observed that the participants found themselves inadequate with regards to experience in academic writing and, indeed, writing in general. The majority of the participants acquired sufficient theoretical and practical knowledge about academic writing skills in this course. Strengthening this knowledge and skills can be achieved by continuing writing activities such as essays, articles and projects in other curses.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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