lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.907659 Other Fields of Education Alan Eğitimleri Sınıf Öğretmeni Adaylarının Okuryazar Pratiklerinin Sosyal Bağlamda İncelenmesi Examining Literacy Practices of Primary School Prospective Teachers in a Social Context https://orcid.org/0000-0003-1366-1679 Tavşanlı Ömer Faruk İSTANBUL AYDIN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 07 26 2021 9 3 854 870 04 01 2021 06 13 2021 Copyright © 2013, Ana Dili Eğitimi Dergisi 2013 Ana Dili Eğitimi Dergisi

Bireylerin okuryazarlıkları sosyal bir bağlam içerisinde doğar, gelişir ve kendi okuryazar kimliğini oluşturur. Bu okuryazar kimliğin ise günlük yaşama yansımaları olur. Bu durum öğretmenler için daha önemlidir. Çünkü öğretmenler okuryazarlıklarını sınıf içinde kullanır ve bu durum öğrencilerin okuryazarlıkları ve akademik başarıları başta olmak üzere pek çok becerinin gelişimini etkiler. Bu sebeple öğretmenlerin ve öğretmen adaylarının okuryazarlıklarının sosyal bağlamda incelenmesi gerekli görülmektedir. Sınıf öğretmeni adaylarının okuryazar pratiklerinin sosyal bağlamda incelenmesini amaçlayan bu araştırma fenomenolojik bir araştırmadır. Araştırmada veriler yarı yapılandırılmış görüşmeler, yansıtmacı yazılar ve okuryazarlığı günlük yaşantılarında kullandıklarına yönelik örnek deliller aracılığıyla toplanmıştır. Elde edilen veriler içerik analizi tekniğiyle analiz edilmiştir. Araştırmadan elde edilen bulgulara göre sınıf öğretmeni adaylarının okuryazar pratiklerini günlük yaşamda kullanmaları beş farklı şekilde gerçekleşmektedir. Bunlar; akademik, dijital platformlar, günlük pratikler, psikolojik ve sosyal etkileşim.

Individuals' literacy arises and develops in a social context and creates their own literacy identity. This literate identity has reflections on daily life. This situation is more critical for teachers. Because teachers use their literacy in the classroom, and this affects the development of many skills, especially students' literacy and academic achievement. For this reason, it is necessary to examine the literacy of teachers’ and prospective teachers’ in a social context. This research, which aims to examine primary school prospective teachers' literacy practices in a social context, is a phenomenological research. The study data were collected through semi-structured interviews, reflective writings, and sample evidence that they use literacy in their daily lives. The datas were analyzed by content analysis technique. According to the research findings, there are five different ways for primary school prospective teachers’ to use their literacy practices in daily life. These; academic, digital platforms, daily practices, psychological and social interaction.

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