Türkçe Öğretmeni Adaylarının Eleştirel Okumaya Yönelik Metaforik Algıları
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Dokuz Eylül Üniversitesi
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Bu çalışmanın amacı, Türkçe öğretmeni adaylarının eleştirel okumaya yönelik metaforik algılarını belirlemektir. Araştırmada temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2023 – 2024 eğitim – öğretim yılı güz yarıyılında İç Anadolu bölgesinde bulunan iki devlet üniversitesinde Türkçe Öğretmenliği Lisans Programında öğrenim gören 97 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen bir form kullanılmıştır. Formun ilk kısmında öğretmen adaylarının kişisel bilgileri için bir bölüme ikinci kısmında ise metafor elde etmek amacıyla “Eleştirel okuma benim için/bana göre ... gibidir/benzer. Çünkü ...” şeklinde tamamlanması istenilen ifadeye ve gerekli açıklamalara yer verilmiştir. Toplanan verilerin analizinde içerik analiz tekniği kullanılmıştır. Araştırma bulgularına göre Türkçe öğretmeni adayları eleştirel okumaya yönelik 444 adet geçerli metafor üretmişlerdir. Analiz sonucunda bu metaforlardan 47 tanesinin tekrar ettiği, 307 tane metaforun ise sadece bir kez kullanıldığı belirlenmiştir. Öğretmen adaylarının en çok kullandıkları metaforların “dedektif” (%1,57), “yapboz” (%1,57) ve “süzgeç” (%1,35) olduğu tespit edilmiştir. Metaforlar gerekçeleri dikkate alınarak 25 kategori altında toplanmıştır. Araştırmada Türkçe öğretmeni adaylarının bir kısmının en fazla iki metafor üretebildiği, bazılarının gerekçe belirtirken metaforla ilgisi olmayan gerekçeler yazdığı tespit edilmiştir.
The aim of this study is to determine the metaphorical perceptions of prospective Turkish teachers towards critical reading. Basic qualitative research design was used in the study. The study group of the research consists of 97 prospective teachers studying in the Turkish Language Teaching Undergraduate Program at two state universities in the Central Anatolia region in the fall semester of the 2023-2024 academic year. A form developed by the researchers was used as a data collection tool in the study. In the first part of the form, there is a section for the personal information of the pre- service teachers, and in the second part of the form, in order to obtain metaphors, "Critical reading is like/similar to ... for/to me. Because ..." and necessary explanations were given. Content analysis technique was used to analyze the collected data. According to the research findings, prospective Turkish teachers produced 444 valid metaphors about critical reading. As a result of the analysis, it was determined that 47 of these metaphors were repeated and 307 metaphors were used only once. It was determined that the most frequently used metaphors of pre-service teachers were "detective" (1.57%), "puzzle" (1.57%) and "filter" (1.35%). Metaphors were grouped under 25 categories considering their justifications. In the study, it was determined that some of the prospective Turkish teachers were able to produce at most two metaphors and some of them wrote justifications that were not related to the metaphor.
The aim of this study is to determine the metaphorical perceptions of prospective Turkish teachers towards critical reading. Basic qualitative research design was used in the study. The study group of the research consists of 97 prospective teachers studying in the Turkish Language Teaching Undergraduate Program at two state universities in the Central Anatolia region in the fall semester of the 2023-2024 academic year. A form developed by the researchers was used as a data collection tool in the study. In the first part of the form, there is a section for the personal information of the pre- service teachers, and in the second part of the form, in order to obtain metaphors, "Critical reading is like/similar to ... for/to me. Because ..." and necessary explanations were given. Content analysis technique was used to analyze the collected data. According to the research findings, prospective Turkish teachers produced 444 valid metaphors about critical reading. As a result of the analysis, it was determined that 47 of these metaphors were repeated and 307 metaphors were used only once. It was determined that the most frequently used metaphors of pre-service teachers were "detective" (1.57%), "puzzle" (1.57%) and "filter" (1.35%). Metaphors were grouped under 25 categories considering their justifications. In the study, it was determined that some of the prospective Turkish teachers were able to produce at most two metaphors and some of them wrote justifications that were not related to the metaphor.
Description
Keywords
Türkçe Eğitimi, Eleştirel Okuma, Metafor, Algı, Türkçe Öğretmeni Adayı, Turkish Education, Critical Reading, Metaphor, Perception, Candidate Of Turkish Teacher
Journal or Series
Batı Anadolu Eğitim Bilimleri Dergisi(BAEBD)
WoS Q Value
Scopus Q Value
Volume
15
Issue
2
