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Bu araştırmanın amacı, öğretmen adaylarının okuma kültürünün incelenmesidir. Araştırma, 2019 yılında Şubat ve Mart aylarında bir üniversitede gerçekleştirilmiştir. Araştırmaya 205 sınıf öğretmeni adayı, 160 Türkçe öğretmeni adayı olmak üzere 365 öğretmen adayı katılmıştır. Veri toplamak için Okuma Kültürü Ölçeği kullanılmıştır. Araştırmada öğretmen adaylarının okuma kültürü, ölçeğin “bireysel gelişim okuma ilişkisi”, “temel okuma becerisi”, “görsel okuma” ve “kitap seçimi” alt boyutlarında ele alınmıştır. Ayrıca, öğretmen adaylarının eğitim aldığı bölüm, cinsiyeti ve kitap okuma sıklığı bir değişken olarak incelenmiştir. Verilerin çözümlenmesinde bilgisayar destekli istatistik programı kullanılmıştır. Araştırmaya katılan öğretmen adaylarından % 25’i her gün; % 27’si haftada bir; % 32’si ayda bir; % 11’i en son üç ay önce; % 3’ü en son altı ay önce kitap okuduklarını belirtmişlerdir. Öğretmen adaylarının okuma kültürüne ilişkin puanlarının düşük düzeyde olduğu; cinsiyet değişkenine göre kadınlar lehine anlamlı farklılık gösterdiği ortaya çıkmıştır. Okuma kültürü düzeylerinin kitap okuma sıklığına göre anlamlı farklılık gösterdiği ve bu farklılığın her gün kitap okuyan öğretmen adayları lehine olduğu sonucuna ulaşılmıştır.
The purpose of this study is to investigate prospectives teachers' reading culture. The research was carried out at a public university in February and March 2019. 365 prospective teachers, including 205 primary school prospective teachers and 160 Turkish language teacher candidates, participated in the study. Reading Culture Scale was used to data collection. In the research, prospective teachers' reading culture was discussed with sub-dimensions at individual development reading relationship, basic reading skill, visual reading and book selection.In addition, the department where prospective teachers are trained, their gender and the frequency of reading books were examined as a variable.For data analysis a computer-aided statistics program was used. 25 % of prospective teachers participating in the study stated that they read every day, 27 % read once a week, 32 % read once a month, 11 % read three months ago, 3 % read six months ago. It has been revealed that prospective teachers' reading culture scores are low and there is a significant difference in favor of female candidates according to gender variable. It has been concluded that the levels of reading culture differ significantly according to the frequency of reading books and this difference is in favor of prospective teachers who read books every day.
The purpose of this study is to investigate prospectives teachers’ reading culture. The research was carried out at a public university in February and March 2019. 365 prospective teachers, including 205 primary school prospective teachers and 160 Turkish language teacher candidates, participated in the study. Reading Culture Scale was used to data collection. In the research, prospective teachers’ reading culture was discussed with sub-dimensions at individual development reading relationship, basic reading skill, visual reading and book selection.In addition, the department where prospective teachers are trained, their gender and the frequency of reading books were examined as a variable.For data analyzing a computer-aided statistics program was used. % 25 of prospective teachers participating in the study stated that they read every day, %27 read once a week, % 32 read once a month, % 11 read three months ago, % 3 read six months ago. It has been revealed that prospective teachers’ reading culture scores are low and there is a significant difference in favor of female candidates according to gender variable. It has been concluded that the levels of reading culture differ significantly according to the frequency of reading books and this difference is in favor of prospective teachers who read books every day.
Field : Eğitim Bilimleri; Hukuk; Sağlık Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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