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Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process

Year 2012, Volume: 9 Issue: 18, 227 - 247, 25.11.2013

Abstract

Bu çalışmanın amacı öğretmen adaylarının okuduğunu anlama sürecinde öz düzenlemeye dayalı öğrenmenin özelliklerini ne düzeyde sergilediklerini belirlemektir. Bu çalışma verilerin toplanması ve değerlendirilmesi bakımından nitel bir araştırmadır. Çalışma grubu otuz ikisi kadın, yirmi altısı erkek olmak üzere toplam 58 öğretmen adayından oluşmaktadır. Bu öğretmen adaylarının yirmi dokuzu Türkçe öğretmenliği, yirmi dokuzu sınıf öğretmenliği ana bilim dalı öğrencisidir. Veri toplamada odak grup görüşme yöntemi kullanılmıştır. Veri toplamada kullanılmak üzere yarı yapılandırılmış bir görüşme formu geliştirilmiştir.

Sonuçlar, öğretmen adaylarının motivasyonel durumlarının (öz-yeterlilik algı düzeyleri, hedef yönelimleri ve atıfları) beklenen düzeyin altında olduğunu göstermiştir. Öğretmen adaylarının önemli bir kısmının okuma sırasında bilişsel stratejilerden en az birini kullandığı belirlenmiştir. Ancak üstbilişsel stratejileri (hedef belirleme, planlama, bilişsel strateji seçme, izleme ve öz değerlendirme) kullanan öğretmen adayı sayısının oldukça az olduğu tespit edilmiştir. Benzer şekilde öz düzenleme stratejilerini (ayarlama -strateji-, ayarlama-metin-, ayarlama -çevre-, adapte edilebilir yardım alma ve duygularını kontrol etme) kullanan öğretmen adayı sayısının oldukça az olduğu tespit edilmiştir.

Anahtar Kelimeler: Okuduğunu anlama, öz düzenlemeye dayalı öğrenme, öğretmen adayı.

Abstract

The aim of this study was to investigate the extent to which pre-service teachers exhibit patterns of self-regulated learning in their reading comprehension process. This study is a qualitative research in terms of data collection and evaluation. Study group consisted of 58 pre-service teachers, thirty two of them were female and twenty six of them were male. Twenty nine of them enrolled primary school education programme and twenty nine of them enrolled Turkish language teaching programme. Focus group interviews were used in data collection. A semi structured interview form was developed to gather the data.

The results showed that pre-service teachers' motivational states (level of self-efficacy beliefs, goal orientations, and attributions) were under the expected level. It is also determined that most of the pre-service teachers use at least one cognitive strategy during reading. On the other hand, the number of pre-service teachers who use metacognitive (goal setting, planning, cognitive strategy selection, monitoring and self-evaluation) were found very low. Similarly, the number of pre-service teachers who use self-regulatory strategies (adjusting-strategies-, adjusting-text-, adjusting-environment-, adaptive help seeking, and emotion control) were found very low.

Key Words: Reading comprehension, self-regulated learning, pre-service teachers.

References

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  • Butler, R. (1998). "Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context". Journal of Educational Psychology, 90, 630-643.
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  • Morgan, D. L. (1996). "Focus Groups". Annual Review of Sociology, 22, 129-152.
  • Newman, R. S. (2000). "Social influences on the development of children's adaptive help seeking: The role of parents, teachers, and peers". Developmental Review, 20, 350–404.
  • Newman, R. S. (2002). "How self-regulated learners cope with academic difficulty: The role of adaptive help seeking". Theory Into Practice, 41, 132-138.
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Year 2012, Volume: 9 Issue: 18, 227 - 247, 25.11.2013

Abstract

References

  • Akyol, H. (2006). Yeni Programa Uygun Türkçe Öğretim Yöntemleri. Ankara: Kök Yayıncılık
  • Alderman, M. K. (2004). Motivation for Achievement: Possibilities for Teaching and Learning. (2'nd Ed.). Mahwah: Lawrence Erlbaum Associates
  • Ames, C. (1992). "Classrooms: Goals, structures, and students motivation". Journal of Educational Psychology, 84, 261-271.
  • Azevedo, R. (2009). "Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion". Metacognition Learning, 4, 87-95.
  • Bandura, A. (2002). "Exercise of Personal and Collective Efficacy in Changing Societies". In A. Bandura (Ed.) Self-Efficacy in Changing Societies, Cambridge: Cambridge University Press., pp. 1-45.
  • Boekaerts, M. & Niemivirta, M. (2000). "Self-regulated learning: Finding a balance between learning goals and ego-protective goals". In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.) Handbook of Self-Regulation, San Diego: Academic Press., pp. 417-450.
  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). "Self-regulation: An introductory overview". In M. Boekaerts, & M. Zeidner (Eds.) Handbook of Self-Regulation, San Diego: Academic Press., pp. 1-9.
  • Butler, D. L., & Cartier, S. C. (2004). "Promoting students' active and productive interpretation of academic work: A Key to successful teaching and learning". Teachers College Record, 106, 1729-1758.
  • Butler, D. L., Cartier, S. C., Schnellert, L., Gagnon, F., & Giammarino, M. (2011). "Secondary students' self-regulated engagement in reading: Researching self-regulation as situated in context". Psychological Test and Assessment Modeling, 53, 73-105.
  • Butler, D. L., Novak Lauscher, H. J., Jarvis-Selinger, S., & Beckingham, B. (2004). "Collaboration and self-regulation in teachers' professional development". Teaching and Teacher Education, 20, 435-455.
  • Butler, R. (1998). "Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context". Journal of Educational Psychology, 90, 630-643.
  • Butler, R., & Neuman, O. (1995). "Effects of task and ego achievement goals on help-seeking behaviors and attitudes". Journal of Educational Psychology, 87, 261–271.
  • Carver, C. S. & Scheier, M. F. (2000). "On the structure of behavioral self-regulation". In M. Boekaerts, & M. Zeidner (Eds.), Handbook of Self-Regulation, San Diego: Academic Press., pp. 41-84.
  • Cary, M. & Reder, L. M. (2002). "Metacognition in strategy selection". In P. Chambres, M. Izaute & P.-J.Marescaux (Eds.), Metacognition: Process, Function, and Use, Massachusetts: Kluwer Academic Publishers, pp. 63-78.
  • Dinsmore, D. L., Alexander, P. A., & Loughlin S. M. (2008). "Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning". Educational Psychology Review, 20, 391-409.
  • Dweck, C. S. & Leggett, E. L. (1988). "A Social-Cognitive Approach to Motivation and Personality". Psychological Review, 95, 256-273.
  • Fox, E. & Riconscente, M. (2008) "Metacognition and Self-Regulation in James, Piaget, and Vygotsky". Educational Psychology Review, 20, 373-389.
  • Fryer, J. W. & Elliot, A. J. (2008). "Self-regulation of achievement goal pursuit". In D. H. Schunk & B. J. Zimmerman (Eds), Motivation and Self-Regulated Learning: Theory, Research, and Applications, New York: Lawrence Erlbaum Associates, pp. 53-75
  • Gourgey, A. F. (1998). "Metacognition in basic skills instruction". Instructional Science, 26, 81-96.
  • Grant, H. & Dweck, C. S. (2003). "Clarifying achievement goals and their impact". Journal of Personality and Social Psychology, 85, 541-553.
  • Hacker, D. J. (1998). "Definitions and empirical foundations". In D. J. Hacker, J. Dunlosky, & A. C. Graeeser (Eds), Metacognition in Education Theory and Practice Mahwah: Lawrence Erlbaum, pp. 1-23.
  • Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). "Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning". Computers in Human Behavior, 26, 794-805.
  • Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. (2'nd Ed.). USA: Stanhouse Publishers.
  • Housand, A. & Reis, S. M. (2008). "Self-regulated learning in reading: Gifted pedagogy and instructional setting". Journal of Advanced Academics, 20, 108-136.
  • Karabenick, S. A. (1998). "Help seeking as a strategic resource". In S. A. Karabenick (Ed) Strategic Help Seeking: Implications for Learning and Teaching, Mahwah: Lawrence Erlbaum Associates, pp 1-11.
  • Karpicke, J. D. (2009). "Metacognitive control and strategy selection: Deciding to practice retrieval during learning". Journal of Experimental Psychology: General, 138, 469–486.
  • Koriat, A. & Shitzer-Reichert, R. (2002). "Metacognitive judgments and their accuracy". In P. Chambres, M. Izaute & P. J. Marescaux (Eds.), Metacognition: Process, Function, and Use, Massachusetts: Kluwer Academic Publishers, pp. 1-18.
  • Koriat, A. (1997). "Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning". Journal of Experimental Psychology: General, 126, 349–370.
  • Kuhl, J. (2000). "A functional-design approach to motivation and self-regulation: The dynamics of personality systems and interactions". In M. Boekaerts, & M. Zeidner (Eds.), Handbook of Self-Regulation. San Diego: Academic Press., pp. 111-169.
  • Latham, G. P. & Locke, E. A. (1979). "Goal setting: A motivational technique that works". Organizational Dynamics, 8, 68-80.
  • Lemos, M. S. (1999). "Students' goals and self-regulation in the classroom". International Journal of Educational Research, 31, 471-485.
  • Locke, E. A., & Latham, G. P. (2006). "New directions in goal-setting theory". Current Directions in Psychological Science, 15, 265-268.
  • Mace, F.C., Belfiore, F. J., & Hutchinson J.M. (2001) "Operant theory and research on self-regulation". In B. J. Zimmerman & D. H. Schunk (Eds.) Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, Mahwah: Lawrence Erlbaum Associates, pp. 39-65.
  • Maehr, M. L. & Zusho, A. (2009). "Achievement goal theory: The past, present, and future". In K. R. Wentzel & A. Wigfield (Eds), Handbook of Motivation at School, New York: Routhledge, pp. 77-104.
  • Matthews, G., Schwean, V. L. Mampbell, S. E., Saklofske, D. H., & Mohamed A. A. R. (2000). "Personality, self-regulation, and adaptation: A cognitive social framework". In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.) Handbook of Self-Regulation. (pp. 171-207) San Diego: Academic Press.
  • McCaslin M. & Hickey, D. T. (2001). "Self-regulated learning and academic achievement: A Vygotskian view". In B. J. Zimmerman & D. H. Schunk (Eds.) Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, Mahwah: Lawrence Erlbaum Associates, pp. 227-252.
  • Morgan, D. L. (1996). "Focus Groups". Annual Review of Sociology, 22, 129-152.
  • Newman, R. S. (2000). "Social influences on the development of children's adaptive help seeking: The role of parents, teachers, and peers". Developmental Review, 20, 350–404.
  • Newman, R. S. (2002). "How self-regulated learners cope with academic difficulty: The role of adaptive help seeking". Theory Into Practice, 41, 132-138.
  • Newman, R. S. (2008). "Adaptive and nonadaptive help seeking with peer harassment: An integrative perspective of coping and self-regulation". Educational Psychologist, 43:1, 1-15.
  • Özbay, M. (2006). Türkçe Özel Öğretim Yöntemleri I. Ankara: Öncü Kitap
  • Pajares, F. (2008). "Motivational role of self efficacy beliefs in self-regulated learning". In D. H. Schunk & B. J. Zimmerman (Eds.) Motivation and Self-Regulated Learning: Theory, Research, and Applications. (pp.111-139). New York: Lawrence Erlbaum Associates.
  • Pearson, P. D.(2009). "The roots of reading comprehension instruction". In S. E. Israel & G. G. Duffy (Eds),Handbook of Research on Reading Comprehension, New York: Routhledge, pp. 3-31
  • Perry, N. & Drummond, L. (2002). "Helping young students become self-regulated researchers and writers". The Reading Teacher, 56, 298-310.
  • Perry, N. E. (2004.) "Using Self-regulated learning to accommodate differences among students in classrooms". Exceptionality Education Canada, 14, 65-87.
  • Perry, N. E. & Winne P. H. (2006). "Learning from learning kits: Gstudy traces of students' self-regulated engagements with computerized content". Educational Psychology Review, 18, 211-228.
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There are 75 citations in total.

Details

Primary Language Turkish
Journal Section Araştırma Makaleleri
Authors

Yusuf Uyar

Seyit Ateş

Kasım Yıldırım

Publication Date November 25, 2013
Published in Issue Year 2012 Volume: 9 Issue: 18

Cite

APA Uyar, Y., Ateş, S., & Yıldırım, K. (2013). Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 227-247.
AMA Uyar Y, Ateş S, Yıldırım K. Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. December 2013;9(18):227-247.
Chicago Uyar, Yusuf, Seyit Ateş, and Kasım Yıldırım. “Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9, no. 18 (December 2013): 227-47.
EndNote Uyar Y, Ateş S, Yıldırım K (December 1, 2013) Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9 18 227–247.
IEEE Y. Uyar, S. Ateş, and K. Yıldırım, “Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 9, no. 18, pp. 227–247, 2013.
ISNAD Uyar, Yusuf et al. “Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9/18 (December 2013), 227-247.
JAMA Uyar Y, Ateş S, Yıldırım K. Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2013;9:227–247.
MLA Uyar, Yusuf et al. “Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 9, no. 18, 2013, pp. 227-4.
Vancouver Uyar Y, Ateş S, Yıldırım K. Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2013;9(18):227-4.

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