Journal of Uludag University Faculty of Education 2667-6788 Bursa Uludağ University 10.19171/uefad.1696478 Teacher Education and Professional Development of Educators Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi The Effects of Reading Activities on Pre-service Teachers' Critical Reading Self-Efficacy, Reading Habits and Attitudes toward Teaching Profession Okuma Etkinliklerinin Öğretmen Adaylarının Eleştirel Okuma Öz-Yeterlikleri, Okuma Alışkanlığı ve Öğretmenlik Mesleğine İlişkin Tutumlarına Etkisi https://orcid.org/0009-0002-0148-4636 Kurt Nisanur FIRAT ÜNİVERSİTESİ https://orcid.org/0009-0002-5018-1869 Erçel Merve Senanur FIRAT ÜNİVERSİTESİ https://orcid.org/0000-0002-1303-2429 Karabatak Songül FIRAT ÜNİVERSİTESİ 04 30 2026 39 1 137 159 05 10 2025 11 19 2025 Copyright © 1986, Journal of Uludag University Faculty of Education 1986 Journal of Uludag University Faculty of Education

This study aimed to reveal the effects of reading activities on pre-service teachers' critical reading self-efficacy, attitudes towards the teaching profession, and reading habits. A convergent parallel mixed-methods design was employed, and participants were selected through purposive sampling. The study was conducted with 59 volunteer pre-service teachers from six different academic departments. The experimental intervention, consisting of reading activities, was implemented over a six-week period. Quantitative data were collected using scales measuring critical reading self-efficacy, attitudes toward the teaching profession, and reading habits. Qualitative data were obtained through participants’ opinions and suggestions following the intervention. The data were analyzed using paired-samples t-tests and content analysis. The findings revealed.

Bu çalışma, okuma etkinliklerinin öğretmen adaylarının eleştirel okuma öz-yeterlik algıları, öğretmenlik mesleğine yönelik tutumları ve okuma alışkanlıkları üzerindeki etkisini ortaya koymak amacıyla gerçekleştirilmiştir. Eş zamanlı karma yöntem desenli yapılan çalışmada amaçlı örnekleme yöntemi kullanılmış ve çalışma, altı farklı bölümden gönüllü olarak katılan 59 öğretmen adayı ile yürütülmüştür. Nicel bölümde gerçekleştirilen deneysel süreçte uygulanan okuma etkinlikleri altı hafta sürmüştür. Bu süreçte, algı ve tutumları ölçmek amacıyla ön-test ve son-test uygulanmıştır. Çalışmanın nitel bölümünde okuma etkinlikleri ile ilgili öğretmen adaylarının görüşleri ve önerileri alınmıştır. Nicel verilerin analizi için bağımlı gruplar t-test, nitel verilerin analizi için de içerik analizi kullanılmıştır. Çalışmanın sonucunda, eleştirel kitap okuma etkinliklerinin öğretmen adaylarının eleştirel okuma öz-yeterlik algıları, öğretmenlik mesleğine yönelik tutumları ve kitap okuma alışkanlıkları üzerinde anlamlı ve olumlu etkileri olduğu belirlenmiştir. Ayrıca, eleştirel kitap okuma etkinliklerinin öğretmen adayları için hem mesleki hem de kişisel anlamda daha etkili olabileceği ortaya konmuştur.

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