Türkçe öğretmenlerinin okuduğunu anlama becerisi gelişimine ilişkin değerlendirmeleri: Zorluklar ve öneriler

Year 2025, Volume: 15 Issue: ISRIS 2025, 536 - 577, 31.07.2025

Pınar Kanık Uysal

https://doi.org/10.48146/odusobiad.1731149

Abstract

Bu araştırmanın amacı, Türkçe öğretmenlerinin öğrencilerin okuduğunu anlama becerisini geliştirme sürecinde karşılaştıkları zorlukları ve bu sürece ilişkin önerilerini derinlemesine incelemektir. Çalışma, temel nitel araştırma deseni kullanılarak nitel araştırma yaklaşımı çerçevesinde yapılandırılmıştır. Katılımcılar, kartopu örnekleme yöntemiyle belirlenen ve Türkiye’nin farklı bölgelerinde görev yapan yirmi üç Türkçe öğretmeninden oluşmaktadır. Veriler, yarı yapılandırılmış görüşmeler yoluyla toplanmış ve tematik analiz yöntemiyle çözümlenmiştir. Analiz sonuçlarına göre, öğretmenlerin değerlendirmeleri dört temel sorun alanında toplanmıştır: öğretmen kaynaklı sorunlar, öğrenci kaynaklı sorunlar, aile ve toplum kaynaklı sorunlar ile müfredat ve kaynak sorunları. Öğretmen kaynaklı sorunlar içerisinde öğretmenlerin öğrencilere rol model olamamaları, mesleki eğitimlerinin yetersizliği ve bu sorumluluğunun sınıf öğretmenlerine ve çevreye yüklenmesi dikkat çekmiştir. Öğrenci kaynaklı sorunlarda öğrencilerin okuduğunu anlama becerilerindeki yetersizlik, okumaya yönelik isteksizlik ve olumsuz tutumlar ön plana çıkmıştır. Aile ve toplum kaynaklı sorunlarda ise ailelerin ilgisizliği ve toplumun bilinçsizliği öne çıkan unsurlar olmuştur. Müfredat ve kaynak sorunları arasında dil bilgisi odaklı ve sınav merkezli ders yaklaşımı, ders saati yetersizliği ve kaynak eksikliği belirgin şekilde ifade edilmiştir. Öğretmenler, sorunların çözümü için öğretmen eğitiminin niteliğinin artırılması, öğrencilerin motivasyonunu artıran etkinliklerin yapılması, veli-öğretmen iş birliğinin güçlendirilmesi ve müfredatın öğrenci merkezli otantik etkinliklerle desteklenmesini önermektedir. Bulgular doğrultusunda, okuduğunu anlama becerisinin geliştirilmesi sürecinde karşılaşılan sorunların çok boyutlu ve katmanlı bir yapıya sahip olduğu; bu sorunların giderilmesi için ise bütüncül ve sistematik bir yaklaşıma ihtiyaç duyulduğu sonucuna ulaşılmıştır.

Keywords

Okuduğunu anlama , güncel sorunlar , öğretmen önerileri , Türkçe eğitimi

Turkish language teachers’ evaluations regarding the development of reading comprehension skills: Problems and recommendations

Abstract

This study aims to examine the challenges experienced by Turkish language teachers in the process of developing students’ reading comprehension skills, along with their suggestions for improvement. The study was designed using a basic qualitative research approach. The participants consisted of twenty-three Turkish language teachers working in public schools across nine different provinces in Türkiye, selected through snowball sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. According to the analysis results, teachers’ evaluations were grouped under four main categories: teacher-related problems, student-related problems, family and societal issues, and curriculum and resource limitations. Teacher-related issues included the lack of role modeling, inadequate professional preparation, and the tendency to shift reading responsibility to primary teachers. Student-related issues were defined as low comprehension skills, lack of motivation, and negative attitudes toward reading. Family and societal issues were mostly associated with parental indifference and limited public awareness. Curriculum-related problems included a grammar- and exam-oriented instructional focus, limited lesson time, and insufficient teaching materials. Teachers suggested improving the quality of teacher training, implementing activities that increase student motivation, strengthening parent–teacher collaboration, and supporting the curriculum with student-centered and authentic learning experiences. Based on the findings, it was concluded that the problems encountered in improving reading comprehension skills are multi-dimensional and layered, and that a comprehensive and systematic approach is needed to address them.

Keywords

Reading comprehension , current problems , teacher suggestions , Turkish education

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