Research Article
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Examination of the Opinions of Prospective Classroom Teachers on the Process Genre-Based Writing Approach

Year 2024, Volume: 10 Issue: 2, 295 - 324, 29.10.2024
https://doi.org/10.31464/jlere.1489504

Abstract

The process and genre-based writing approach (PGBWA), which aims to develop students' writing skills in a multifaceted way by surpassing the limits of traditional writing education, has gained an important place in contemporary education. In today's education where a student-centered understanding is gaining importance, the awareness of prospective teachers about PGBWA and the strategies they adopt while implementing this approach form the focus point of the research. The main aim of this research is to deeply examine the opinions and experiences of prospective primary school teachers towards the process and genre-based writing approach. The research has been conducted according to the phenomenological design, which is one of the qualitative research designs. Participants of the research have been determined according to the criterion sampling method. Twenty prospective teachers constitute the participants of the research. A semi-structured interview form was used as a data collection tool in the research. Content analysis was applied in the analysis of the data. The research results show that prospective teachers have positive views towards PGBWA and are aware of it. Prospective teachers have expressed that this approach has many contributions to students and it has strengths and weaknesses. Especially, prospective teachers have stated that they will manage the process by adopting a student-centered understanding while implementing this approach. Prospective teachers have indicated that they may face various problems while implementing PGBWA. However, prospective teachers have said that there are significant factors affecting this approach and they will use complementary and traditional assessment and evaluation tools while implementing this approach.

References

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  • Bazerman, C. (1981). What written knowledge does: three examples of academic discourse. Philosophy of the Social Sciences, 11(3), 361-387.
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
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  • Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publication.
  • Creswell, J.W., & Creswell, J.D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
  • Çakmak, F. (2017). A case study on teacher practice of genre-based writing and classroom ınteraction patterns at an advanced level. The Literacy Trek, 3(2), 114-129.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
  • Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Dirgeyasa, I.W. (2016). Genre-based approach: what and how to teach and to learn writing. English Language Teaching, 9(9), 45-51.
  • Erdoğan, Ö., & Aktürkoğlu, B. (2014). Süreç temelli yazma uygulamalarının yazılı anlatıma ve yazmaya ilişkin tutuma etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 438–459.
  • Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95(5), 421–434. https://doi.org/10.1086/461853
  • Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
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  • Genç Ersoy, B., & Göl Dede, D. (2022). Developing writing skills, writing attitudes and motivation through educational games: action research. International Journal of Contemporary Educational Research, 9(3), 569-589. https://doi.org/10.33200/ijcer.1089781
  • Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494–518. https://doi.org/10.1086/651193
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  • Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241.
  • Graham, S., Harris, K. R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Reading and Writing: An Interdisciplinary Journal, 21(1-2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
  • Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/10.1086/681964
  • Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566
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  • Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
  • Graham, S., & Perin, D. (2007b). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
  • Graham, S., & Perin, D. (2013). Writing next: Effective strategies for teaching writing in grades K-6. Routledge. Graves, D. H. (1983). Writing: teachers and children at work. Heinemann Educational Books.
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Sınıf Öğretmeni Adaylarının Süreç Tür Temelli Yazma Yaklaşımı ile İlgili Görüşlerinin İncelenmesi

Year 2024, Volume: 10 Issue: 2, 295 - 324, 29.10.2024
https://doi.org/10.31464/jlere.1489504

Abstract

Geleneksel yazma eğitiminin sınırlarını aşarak, öğrencilerin yazma becerilerini çok yönlü bir şekilde geliştirmeyi amaçlayan süreç tür temelli yazma yaklaşımı (STTYY), çağdaş eğitimde önemli bir yer edinmiştir. Eğitimde öğrenci merkezli bir anlayışın önem kazandığı günümüzde, öğretmen adaylarının STTYY'ye ilişkin farkındalıkları ve bu yaklaşımı uygularken benimsedikleri stratejiler, araştırmanın odak noktasını oluşturmaktadır. Bu araştırmanın temel amacı, sınıf öğretmeni adaylarının süreç tür temelli yazma yaklaşımına yönelik görüşlerini ve deneyimlerini derinlemesine incelemektir. Araştırma nitel araştırma desenlerinden biri olan fenomenolojik desene göre yürütülmüştür. Araştırmanın katılımcıları ölçüt örnekleme yöntemine göre belirlenmiştir. Araştırmanın katılımcılarını yirmi öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analizi uygulanmıştır. Araştırma sonuçları öğretmen adaylarının STTYY’ye yönelik olumlu görüşe sahip olduklarını ve farkındalıklarının olduğunu göstermektedir. Öğretmen adayları bu yaklaşımın öğrencilere birçok katkısının olduğunu ve güçlü ve zayıf yanlarının olduğunu ifade etmişlerdir. Özellikle öğretmen adayları bu yaklaşımı uygularken öğrenci merkezli bir anlayışı benimseyerek süreci yürüteceklerini ifade etmişlerdir. Öğretmen adayları STTYY’yi uygularken çeşitli sorunlarla karşılaşabileceklerini belirtmişlerdir. Bununla birlikte öğretmen adayları bu yaklaşımı etkileyen önemli faktörlerin olduğunu ve bu yaklaşımı uygularken tamamlayıcı ve geleneksel ölçme ve değerlendirme araçlarını kullanacaklarını söylemişlerdir.

References

  • Acar, A.S. (2023). Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy. Assessing Writing, 56, 100717. https://doi.org/10.1016/j.asw.2023.100717
  • Ariyanfar, S., & Mitchell, R. (2020). Teaching writing skills through genre: applying the genre-based approach in Iran. International Research Journal of Management, IT & Social Sciences, 7(1), 242-257.
  • Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
  • Bazerman, C. (1981). What written knowledge does: three examples of academic discourse. Philosophy of the Social Sciences, 11(3), 361-387.
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
  • Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
  • Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publication.
  • Creswell, J.W., & Creswell, J.D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
  • Çakmak, F. (2017). A case study on teacher practice of genre-based writing and classroom ınteraction patterns at an advanced level. The Literacy Trek, 3(2), 114-129.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
  • Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Dirgeyasa, I.W. (2016). Genre-based approach: what and how to teach and to learn writing. English Language Teaching, 9(9), 45-51.
  • Erdoğan, Ö., & Aktürkoğlu, B. (2014). Süreç temelli yazma uygulamalarının yazılı anlatıma ve yazmaya ilişkin tutuma etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 438–459.
  • Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95(5), 421–434. https://doi.org/10.1086/461853
  • Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
  • Fontana, A., & Frey, J. H. (2005). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 695-727). Thousand Oaks, CA: Sage Publications.
  • Genç Ersoy, B., & Göl Dede, D. (2022). Developing writing skills, writing attitudes and motivation through educational games: action research. International Journal of Contemporary Educational Research, 9(3), 569-589. https://doi.org/10.33200/ijcer.1089781
  • Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494–518. https://doi.org/10.1086/651193
  • Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473. https://doi.org/10.1177/0014402914527238
  • Göçer, A., & Kurt, A. (2022). Yazma eğitiminde süreç-tür odaklı yazma yaklaşımının kullanımı. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 335-360. https://doi.org/10.31463/aicusbed.1117059
  • Graham, S. (2006). Strategy Instruction and the Teaching of Writing: A Meta-Analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187–207). The Guilford Press.
  • Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-4058). National Center for Education Evaluation and Regional Assistance.
  • Graham, S., & Harris, K.R. (2013). Common core state standards, writing, and students with ld: recommendations. Learning Disabilities Research & Practice, 28(1), 28–37.
  • Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241.
  • Graham, S., Harris, K. R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Reading and Writing: An Interdisciplinary Journal, 21(1-2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
  • Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/10.1086/681964
  • Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566
  • Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. https://doi.org/10.1037/a0029185
  • Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
  • Graham, S., & Perin, D. (2007b). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
  • Graham, S., & Perin, D. (2013). Writing next: Effective strategies for teaching writing in grades K-6. Routledge. Graves, D. H. (1983). Writing: teachers and children at work. Heinemann Educational Books.
  • Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Lawrence Erlbaum Associates.
  • Hammersley, M., & Traianou, A. (2012). Ethics in qualitative research. Sage Publications.
  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
  • Huang, Y., & Jun Zhang, L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339- 364. https://doi.org/10.1080/10573569.2019.1649223
  • Hyland, K. (2003). Second language writing. Cambridge University Press.
  • İpek Eğilmez, N. (2024). Türkçe öğretmenlerinin süreç temelli yazmaya yönelik görüş ve deneyimleri. Ana Dili Eğitimi Dergisi, 12(2), 437-460. https://doi.org/10.16916/aded.1443923
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Research Articles
Authors

Serkan Aslan 0000-0001-8515-4233

Early Pub Date October 29, 2024
Publication Date October 29, 2024
Submission Date May 24, 2024
Acceptance Date August 8, 2024
Published in Issue Year 2024 Volume: 10 Issue: 2

Cite

APA Aslan, S. (2024). Sınıf Öğretmeni Adaylarının Süreç Tür Temelli Yazma Yaklaşımı ile İlgili Görüşlerinin İncelenmesi. Journal of Language Education and Research, 10(2), 295-324. https://doi.org/10.31464/jlere.1489504

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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

https://dergipark.org.tr/en/pub/jlere

ISSN: 2149-5602
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