TÜRKÇE ÖĞRETMENİ ADAYLARININ ÇOK KATMANLI OKURYAZARLIK DÜZEYLERİ ÜZERİNE BİR İNCELEME

Abstract

Bu araştırmada Türkçe öğretmeni adaylarının çok katmanlı okuryazarlık düzeylerinin incelenmesi amaçlanmıştır. Nicel araştırma yöntemiyle gerçekleştirilen çalışmada, betimsel tarama modeli kullanılmıştır. Araştırmanın çalışma grubu seçkisiz örnekleme yöntemlerinden basit seçkisiz örnekleme yoluyla belirlenmiştir. Katılımcılar; Türkiye’nin kuzeyindeki bir üniversitenin eğitim fakültesi Türkçe Öğretmenliği Anabilim Dalında öğrenim gören 215 öğretmen adayından oluşmaktadır. Çok Katmanlı Okuryazarlık Ölçeği ve Kişisel Bilgi Formu ile toplanan veriler; cinsiyet, sınıf düzeyi, annebaba eğitim düzeyi, akademik başarı, günlük internet kullanım süresi, günlük okuma süresi, sevilen metin türü, yıllık okunan kitap sayısı ve katıldıkları sanatsal faaliyet değişkenleri açısından incelenmiştir. Verilerin analizinde betimleyici istatistikler, bağımsız gruplar için t-testi ve tek yönlü varyans analizi (One Way Anova) kullanılmıştır. Araştırmadan sonucunda Türkçe öğretmeni adaylarının çok katmanlı okuryazarlık becerileri ve çok katmanlı yapıyı kullanarak kendini ifade etme becerileri dışında ölçeğin tüm boyutlarının ortalamanın üzerinde olduğu belirlenmiştir. Öğretmen adaylarının çok katmanlı okuryazarlık becerilerinin; cinsiyet, akademik başarı, günlük internet kullanım süresi, günlük okuma süresi, sevilen metin türü, yıllık okunan kitap sayısı ve katıldıkları sanatsal faaliyetler açısından benzer özelliklere sahip olduğu belirlenmiştir. Öğretmen adaylarının sadece çok katmanlı okuryazarlık düzeyleri sınıf seviyelerine göre manidar farklılık göstermektedir. Bu farklılıklar incelendiğinde ise çok katmanlı okuryazarlık becerileri ile çok katmanlı yapıda kullanılan içeriği anlamlandırma boyutunda ortalamaların sınıf düzeyine bağlı olarak arttığı söylenebilir.

Keywords

• Çok katmanlı okuryazarlık
• Türkçe öğretmeni adayı
• cinsiyet
• sınıf
• akademik başarı

AN INVESTIGATION ON PRE-SERVICE TURKISH TEACHERS’ MULTIMODAL LITERACY LEVELS

Abstract

This study aimed to explore the multimodal literacy skills of pre-service Turkish teachers. Employing a quantitative research method, this study utilized a descriptive screening model. The research group, consisting of 215 preservice teachers from the Department of Turkish Language Teaching at a university in northern Turkey, was selected through simple random sampling, one of the random sampling methods. Data collected through the Multimodal Literacy Scale and Personal Information Form were analyzed based on various factors, such as gender, grade level, parental education, academic achievement, daily Internet usage time, daily reading time, preferred text types, number of books read per year, and participation in artistic activities. Descriptive statistics, independent t-tests, and one-way analysis of variance (One-way ANOVA) were used for data analysis. As a result of the research, it was determined that all dimensions of the scale were above average, except for Turkish teacher candidates' multi-layered literacy skills and self-expression skills using the multi-layered structure. Teacher candidates' multi-layered literacy skills; It was determined that they had similar characteristics in terms of gender, academic success, daily internet usage time, daily reading time, favorite text type, number of books read annually and artistic activities they participated in. Only the multi-layered literacy levels of teacher candidates differ significantly according to their grade levels. When these differences are examined, it can be said that the averages in the dimension of multi-layered literacy skills and making sense of the content used in the multi-layered structure increase depending on the grade level.

Keywords

• Multimodal literacy
• pre-service Turkish teacher
• gender
• grade
• academic achievemen

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