(ijrtt) Uluslararası Türkçe Öğretimi Araştırmaları Dergisi 2791-7045 Mustafa Durmuş 10.5281/zenodo.19323938 Turkish Education Türkçe Eğitimi An Examination of Preschool Teacher Candidates Teaching Strategies for Children Learning Turkish as a Second Language Okul Öncesi Öğretmen Adaylarının Türkçeyi İkinci Dil Olarak Öğrenen Çocuklara Yönelik Öğretim Stratejilerinin İncelenmesi https://orcid.org/0000-0002-6577-8257 Güzelyurt Tuğçe HACETTEPE ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ https://orcid.org/0000-0003-3340-4901 Yazıcı Dila Nur HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 04 27 2026 6 1 193 218 10 03 2025 03 18 2026 Copyright © 2021, International Journal of Turkish Teaching Research 2021 International Journal of Turkish Teaching Research

This research aims to determine the teaching strategies and collaborative approaches in the educational process that preschool teacher candidates will implement in their classrooms for children learning Turkish as a second language. The study was conducted using a basic qualitative research design. The study group consisted of 23 preservice preschool teachers selected through snowball sampling. Data were collected using a semi-structured interview form developed by the researcher. The interview form was reviewed by a field expert. Following the expert review, a pilot implementation was conducted with two teacher candidates to examine the form’s validity, and no revisions were made because the questions were found to be clear. Subsequently, interviews averaging 30 minutes were conducted with the 23 teacher candidates who provided informed consent. The data were analyzed using content analysis. The findings have been grouped under four themes: views on working with children learning Turkish as a second language, teaching strategies, factors influencing strategies, and collaboration in the educational process. Teacher candidates emphasized positive aspects such as intercultural learning, respect for differences, and opportunities for language learning, while also noting challenges, including communication difficulties, classroom management, and the need for special attention. They highlighted strategies such as play-based activities, visual materials, modeling and demonstration, peer support, body language, and the use of attention-grabbing stimuli, and they considered communication with families and collaboration with in-school stakeholders to be necessary. Overall, teacher candidates demonstrated positive attitudes toward inclusive and differentiated teaching; however, they reported a need for support in implementation and planned differentiation. The findings indicate that bilingualism and intercultural pedagogy should be addressed systematically in preservice teacher education.

Bu araştırma, okul öncesi öğretmen adaylarının sınıfında Türkçeyi ikinci dil olarak öğrenen çocuklara yönelik uygulayacakları öğretimsel stratejileri ve eğitsel süreçte iş birliği yaklaşımlarını belirlemeyi amaçlamaktadır. Araştırma temel nitel araştırma deseniyle yürütülmüştür. Çalışma grubu, kartopu örnekleme ile seçilen 23 okul öncesi öğretmen adayından oluşmuştur. Veriler, araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile toplanmıştır. Görüşme formu alan uzmanı tarafından incelenmiştir. Uzman görüşü sonrasında, formun geçerliğini sınamak amacıyla iki öğretmen adayı ile pilot uygulama yapılmış ve sorular anlaşılır bulunduğu için formda değişiklik yapılmamıştır. Ardından, gönüllü onam veren 23 öğretmen adayıyla ortalama 30 dakika süren görüşmeler gerçekleştirilmiştir. Elde edilen veriler içerik analiziyle çözümlenmiştir. Bulgular Türkçeyi ikinci dil olarak öğrenen çocuklarla çalışmaya yönelik görüşler, öğretimsel stratejiler, stratejileri etkileyen faktörler ve eğitsel süreçte iş birliği olmak üzere dört tema altında toplanmıştır. Öğretmen adayları, kültürlerarası öğrenme, farklılıklara saygı ve dil öğrenme fırsatları gibi olumlu yönleri vurgularken, iletişim güçlüğü, sınıf yönetimi ve özel ilgi gereksinimi gibi güçlükleri de belirtmişlerdir. Oyun temelli etkinlikler, görsel materyaller, gösterip yaptırma, akran desteği, beden dili ve dikkat çekici uyaranlar öne çıkan stratejiler olarak ifade edilirken, aileyle iletişim ve okul içi paydaşlarla iş birliği gerekli görülmüştür. Sonuç olarak, öğretmen adaylarının kapsayıcı ve farklılaştırılmış öğretime yönelik olumlu tutum sergilediği, ancak uygulama ve planlı farklılaştırma konusunda desteğe ihtiyaç duyduğu belirlenmiştir. Bulgular, öğretmen adaylarının mesleki gelişiminde iki dilliliğin ve kültürlerarası pedagojinin sistematik biçimde ele alınması gerektiğine işaret etmektedir.

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