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Bu araştırmanın amacı öğretmen görüşlerine göre anadili Türkçe olmayan ve okul öncesi eğitim almamış öğrencilerin ilk okuma yazma öğrenme sürecinde yaşadığı sorunları tespit etmektir. Araştırmanın gerçekleştirilmesinde karma yöntemlerden “gömülü desen” tercih edilmiştir. Verilerin elde edilmesinde araştırmacılar tarafından geliştirilmiş olan “açık uçlu soru anketi” ve “Ana Dili Türkçe Olmayan Öğrencilerde Okul Öncesi Eğitimin İlk Okuma Yazma Öğrenme Sürecine Etkisine İlişkin Öğretmenlerin Eğilimleri Ölçeği (ADİLKÖ)” ölçeği kullanılmıştır. Araştırmanın nicel boyutu 176 öğretmen; nitel boyutu ise 35 öğretmenle gerçekleştirilmiştir. Nitel verilere uygulanan içerik analizi sürecinde “uyum aşaması, görsel okuma, kendini ifade etme, yönergelerin anlaşılması, yazma becerisi” temalarına ulaşılmıştır. Öğretmenlerden 15’i okul öncesi eğitimin ana dili Türkçe olmayan öğrencilerin hazır bulunuşluk düzeyine olumlu etkilerinin olduğunu belirtmiştir. Okul öncesi eğitim alan öğrencilerin ilk okuma yazma öğrenme başarılarına ilişkin öğretmen algıları onların cinsiyetlerine, sınıf mevcutlarına görev yerlerine göre anlamlı bir farklılık göstermezken, kıdemlerine göre anlamlı bir farklılık göstermektedir.
The purpose of this study is to identify the problems that students who do not have a mother-in-Turkish and have not received a pre-school education experience in the first reading and writing learning process. In the conduct of the research, the "buried pattern" was preferred from the karma methods. In obtaining the data, researchers developed the "open-end question survey" and the scale of "Teacher's Trends Measurement (ADILKÖ) on the Impact of Pre-School Education on the Learning Process of Reading and Writing in Students Without the Mother Language Turkish" were used. The study was carried out by 176 teachers, and the qualification was carried out by 35 teachers. In the process of content analysis applied to quality data, the topics were achieved "sensitive stage, visual reading, self-expression, understanding guidelines, writing skills". 15 of the teachers pointed out that pre-school education has a positive impact on the level of prepared attendance of non-Turkish students. Teacher perceptions about the first reading and writing learning achievements of students in pre-school education do not show a significant difference according to their gender, class presence and job places, while a significant difference according to their backgrounds.
The purpose of this research is to determine the problems experienced in the learning process of initial literacy by the students that are non-Turkish and do not have pre-school education according to the views of the teachers. “Grounded design” among the mixed methods was conducted in processing the research. The” open-ended question questionnaire” and the “Scale for Tendency of Teachers towards Effect of Pre-school Education on Learning Process of Inıtial Literacy for Non-Turkish Students (STTEPL)” generated by the researchers were implemented in collecting data. The quantitative dimension of the study was carried out with 176 teachers, and the qualitative dimension was conducted with 35 teachers. The themes of “adaptation phase, visual reading, self-expression, understanding the instructions, and writing skill were acquired in the process of content analysis applied to the qualitative data. 15 of the teachers mentioned that pre-school education was of positive effects on the readiness level of non-Turkish students. Perceptions of the teachers about the success of the students with pre-school education do not significantly vary in terms of the variables of classroom size, and place of duty of the teachers.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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