Türkçe ve İngilizce Öğretmeni Adaylarının Özetleme Başarısı, Özetlemeye Yönelik Öz Yeterlik Algıları ve Tutumları

Yıl 2024, Cilt: 13 Sayı: 1, 162 - 180, 17.01.2024

Çağla Atmaca Gökhan Çetinkaya Betül Polat

https://doi.org/10.14686/buefad.1267032

Öz

Bu çalışmanın amacı Türkçe ve İngilizce öğretmeni adaylarının özetleme başarısını, özetlemeye yönelik özyeterlik algılarını ve tutumlarını karşılaştırmalı olarak incelemektir. Sıralı karma yöntem kullanılan çalışmanın katılımcılarını uygun örnekleme yoluyla seçilen toplam 265 Türkçe ve İngilizce öğretmeni adayı oluşturmuştur. Veriler öykü özeti dereceli puanlama anahtarı, özetleme yönelik tutum ölçeği, özetlemeye yönelik özyeterlik ölçeği ve yarı yapılandırılmış görüşme formuyla elde edilmiştir. Nicel veriler istatistiksel yöntemlerle çözümlenirken, nitel veriler için özetleyici içerik çözümlemesine tabi tutulmuştur. Yapılan çözümlemeye göre, katılımcı öğretmen adaylarının özetleme başarıları iyi düzeydedir. Ayrıca katılımcıların özetlemenin önemine inanma düzeylerinin yüksek olduğu, özetleme yapmaktan orta düzeyde hoşlandıkları ve özetlemeye yönelik tutum puanlarının yüksek olduğu saptanmıştır. Katılımcıların özetleme amaçlı okuma, özet yazma ve özetleme özyeterlik algılarının yüksek olduğu bulunmuştur. Öte yandan İngilizce ve Türkçe öğretmeni adaylarının özetleme başarısı, özetlemenin önemine inanma, özetleme amaçlı okuma, özet yazma ve özetleme özyeterlik algısı puanları arasında anlamlı fark olmadığı görülmüştür. Son olarak, özetleme yapmaktan hoşlanma boyutunda ve özetlemeye yönelik tutum ölçeğinin genelinde Türkçe öğretmeni adaylarından yana anlamlı fark çıkmıştır.

Anahtar Kelimeler

özetleme becerisi, özetlemeye yönelik tutum, özetlemeye yönelik özyeterlik

Destekleyen Kurum

Herhangi kurum desteklememiştir.

Proje Numarası

Herhangi proje kapsamında değildir.

Teşekkür

Herhangi kurumdan ya da kişiden destek alınmamıştır.

Pre-Service Turkish and English Teachers’ Achievement Levels, Perceptions of Self-Efficacy and Attitudes in relation to Summarizing Skills

Öz

This study aims to compare pre-service Turkish and English teachers’ achievement levels, perceptions of self-efficacy and attitudes in relation to summarizing skills. This study adopted a sequential mixed method research design and there were 265 pre-service teachers who were chosen via convenience sampling. The data were obtained via a story summary rubric, the summarizing attitude scale, summarizing self-efficacy perception scale and a semi-structured interview form. While the quantitative data were analyzed by statistical methods, the qualitative data were subjected to summative content analysis. According to the findings, summarizing achievement level of the participants was at a good level. Also, it was found that the participants had a high level of belief in the importance of summarizing, they enjoyed summarizing at a moderate level, and their attitude scores towards summarizing were high. In addition, the participants' summary-based reading, summary writing and self-efficacy perceptions of summarizing were at a high level. On the other hand, it was revealed that there were no significant differences between the scores of the pre-service English and Turkish teachers in terms of summarizing achievement levels, believing in the importance of summarizing, reading for summarizing, writing summary and summarizing self-efficacy. Finally, there was a significant difference in favor of the pre-service Turkish teachers in the dimension of enjoying summarizing and the overall scores of the summarizing attitudes scale.

Anahtar Kelimeler

summarising ability, attitudes towards summarizing, summarizing self-efficacy

Proje Numarası

Herhangi proje kapsamında değildir.

Kaynakça

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