lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.772955 Other Fields of Education Alan Eğitimleri Sınıf Öğretmeni Adaylarının Üstbilişsel Okuma Stratejilerini Kullandırma Düzeyleri: Bir Karma Yöntem Çalışması Levels of Primary School Teacher Candidates’ Getting the Students to Use Metacognitive Reading Strategies: A Mixed Method Research https://orcid.org/0000-0002-6114-7925 Girgin Derya ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ https://orcid.org/0000-0002-4250-9898 Şahin Çavuş ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 10 29 2020 8 4 1149 1164 07 24 2020 08 19 2020 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

Bu araştırmanın amacı sınıf öğretmeni adaylarının üstbilişsel okuma stratejilerini kullandırma düzeylerini belirlemektir. Bu amaç doğrultusunda araştırmada nitel ve nicel bulguların yorumlama aşamasında birleştirildiği karma yöntem deseni olarak yakınsayan desen kullanılmıştır. Nicel veriler Özen ve Durkan (2016) tarafından geliştirilen Üstbilişsel Okuma Stratejileri Kullandırma (ÜBOSK) ölçeğinden, nitel veriler ise sınıf öğretmeni adaylarının öğretmenlik uygulaması I kapsamında Türkçe derslerinde gözlemlenmesiyle elde edilmiştir. Nicel verilerinin çözümlenmesinde parametrik olan alt boyutlar için t testi ve tek yönlü varyans analizi testi; parametrik olmayan alt boyutlar için ise Mann Whitney U Testi ve Kruskal Wallis H Testi SPPS paket programı kullanılarak yapılmıştır. Gözlem formu aracılığıyla elde edilen nitel verilerde betimsel analiz kullanılmıştır. Araştırmada öğretmen adaylarının not ortalaması ve cinsiyet gibi bireysel özelliklerinin ÜBOSK üzerinde fark yarattığı; öğretmen adaylarının Türkçe dersinde gözlem yapmalarının bu stratejileri kullandırmada etkili olduğu ama Türkçe dersinde uygulama yapmanın bu stratejileri etkin kılmada fark yaratmadığı sonucuna ulaşılmıştır. Öğretmen adaylarının sınıf içinde ÜBSOK da özellikle okuma esnası ve okumayı değerlendirme kısımlarında yeterli davranış sergileyemedikleri gözlemlenmiştir. Araştırma sonuçları ışığında bu stratejilere yönelik öğretmen yetiştirme programlarında meslek bilgisi dersleri kapsamında uygulamalar içeren eğitimlerin verilmesi ve çeşitli teknikler ile öğretim tasarımları geliştirilmesi önerilmektedir.

The objective of this study is to determine the levels of primary school teacher candidates’ getting the students to use metacognitive reading strategies. For this purpose, the convergent pattern was used as a mixed methods pattern in which the qualitative and quantitative findings were combined in the interpretation phase. The quantitative data were obtained using the Metacognitive Reading Strategies Utility Scale developed by Özen and Durkan (2016), whereas the qualitative data were obtained by observing the primary school teacher candidates in Turkish lessons within the scope of Teaching Practice I. In the analysis of the quantitative data, t-test and one-way analysis of variance test were used for parametric sub-dimensions, whereas Mann Whitney U Test and Kruskal Wallis H Test SPPS package program were used for non-parametric sub-dimensions. Descriptive analysis was used in the qualitative data obtained through the observation form. In the research, it was found out that the individual characteristics of the primary school teacher candidates, such as grade point average and gender, made a difference on the Metacognitive Reading Strategies Utility Scale and that the primary school teacher candidates’ observations in Turkish lessons were effective in getting the students to use these strategies although practicing in Turkish lessons did not make a difference in terms of making these strategies effective. It was observed that the primary school teacher candidates were not able to display adequate behavior in the classroom, especially in the during reading and reading evaluation sub-dimensions. In the light of the results of the research, it is recommended to provide trainings with applications within the scope of vocational knowledge courses in teacher education programs for these strategies, and to develop instructional designs by developing various techniques.

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