lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.1396797 Turkish Education Türkçe Eğitimi Investigation on Self-Efficiacy of Primary School, Preschool and Special Education Teachers in Dialogic Reading Practice Sınıf, Okul Öncesi ve Özel Eğitim Öğretmenlerinin Etkileşimli Okuma Uygulama Öz Yeterliklerinin İncelenmesi https://orcid.org/0000-0001-8811-6320 Yurtbakan Ergün YOZGAT BOZOK UNIVERSITY, FACULTY OF HEALTH SCIENCES 04 30 2024 12 2 296 316 11 27 2023 04 25 2024 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

In the study, it was aimed to examine the dialogic reading self-efficacy of primary, pre-school and special education teachers. Survey model was used in the study. In the scale development phase of the study, a total of 325 primary, pre-school and special education teachers working in Trabzon. In the phase of examining teachers' dialogic reading self-efficacy, a total of 240 teachers (primary, pre-school and special education) working in Yozgat were included through convenient case sampling. The data in the study were collected with the "Teacher dialogic reading self-efficacy scale" developed by the researcher for the research. For the validity and reliability of the scale, exploratory factor analysis, Cronbach Alpha, corrected item-total correlation, and Independent T Test analysis between 27% Lower and Upper Group Scores were performed. The data in the study were analyzed with independent t test, one-way Anova, Kruskal Wallis test. At the end of the study, it was determined that female teachers were statistically significantly better than male teachers, preschool teachers were better than primary school teachers and special education teachers, and non-teaching career teachers were statistically significantly better than expert teachers in the reading readiness sub-dimension of dialogic reading implementation self-efficacy.

Sınıf, okul öncesi ve özel eğitim öğretmenlerinin etkileşimli okuma öz yeterliklerini incelemek amacıyla yapılan çalışmada, tarama modelinden yararlanılmıştır. Uygun durum örneklemesi yolu ile ölçek geliştirme aşamasına dâhil edilen 325 öğretmen (sınıf, okul öncesi ve özel eğitim öğretmeni) Trabzon’da görev yapmakta iken; araştırma aşamasına dâhil edilen 240 öğretmen (sınıf, okul öncesi ve özel eğitim) Yozgat’ta görev yapmaktadır. Öğretmenlerden elde edilen veriler, araştırmacı tarafından geliştirilen “Öğretmen Etkileşimli Okuma Öz Yeterlik Ölçeği” ile toplanmıştır. Ölçeğin geçerlik ve güvenirlik hesaplaması yapılmıştır. Veriler ise bağımsız t testi, tek yönlü Anova, Kruskal Wallis testi ile analiz edilmiştir. Çalışma sonucunda kadın öğretmenlerin erkek öğretmenlerden, okul öncesi öğretmenlerinin sınıf ve özel eğitim öğretmenlerinden, öğretmenlik kariyer basamağı olmayan öğretmenlerin ise uzman öğretmenlerden etkileşimli okuma uygulama öz yeterliği okumaya hazırlık alt boyutunda istatiksel olarak anlamlı düzeyde iyi oldukları tespit edilmiştir. Bu anlamda öğretmenlerin okuma öncesinde, öğrencilerin bilişsel ve okumaya yönelik duyuşsal becerilerini desteklemek için hazırlık çalışmaları yapmaları önem arz etmektedir.

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