Examination of the Opinions of Prospective Classroom Teachers on the Process Genre-Based Writing Approach

Yıl 2024, , 295 - 324, 29.10.2024

Serkan Aslan

https://doi.org/10.31464/jlere.1489504

Öz

The process and genre-based writing approach (PGBWA), which aims to develop students' writing skills in a multifaceted way by surpassing the limits of traditional writing education, has gained an important place in contemporary education. In today's education where a student-centered understanding is gaining importance, the awareness of prospective teachers about PGBWA and the strategies they adopt while implementing this approach form the focus point of the research. The main aim of this research is to deeply examine the opinions and experiences of prospective primary school teachers towards the process and genre-based writing approach. The research has been conducted according to the phenomenological design, which is one of the qualitative research designs. Participants of the research have been determined according to the criterion sampling method. Twenty prospective teachers constitute the participants of the research. A semi-structured interview form was used as a data collection tool in the research. Content analysis was applied in the analysis of the data. The research results show that prospective teachers have positive views towards PGBWA and are aware of it. Prospective teachers have expressed that this approach has many contributions to students and it has strengths and weaknesses. Especially, prospective teachers have stated that they will manage the process by adopting a student-centered understanding while implementing this approach. Prospective teachers have indicated that they may face various problems while implementing PGBWA. However, prospective teachers have said that there are significant factors affecting this approach and they will use complementary and traditional assessment and evaluation tools while implementing this approach.

Anahtar Kelimeler

writing skills, text type, phenomenology, process genre-based writing approach

Sınıf Öğretmeni Adaylarının Süreç Tür Temelli Yazma Yaklaşımı ile İlgili Görüşlerinin İncelenmesi

Öz

Geleneksel yazma eğitiminin sınırlarını aşarak, öğrencilerin yazma becerilerini çok yönlü bir şekilde geliştirmeyi amaçlayan süreç tür temelli yazma yaklaşımı (STTYY), çağdaş eğitimde önemli bir yer edinmiştir. Eğitimde öğrenci merkezli bir anlayışın önem kazandığı günümüzde, öğretmen adaylarının STTYY'ye ilişkin farkındalıkları ve bu yaklaşımı uygularken benimsedikleri stratejiler, araştırmanın odak noktasını oluşturmaktadır. Bu araştırmanın temel amacı, sınıf öğretmeni adaylarının süreç tür temelli yazma yaklaşımına yönelik görüşlerini ve deneyimlerini derinlemesine incelemektir. Araştırma nitel araştırma desenlerinden biri olan fenomenolojik desene göre yürütülmüştür. Araştırmanın katılımcıları ölçüt örnekleme yöntemine göre belirlenmiştir. Araştırmanın katılımcılarını yirmi öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analizi uygulanmıştır. Araştırma sonuçları öğretmen adaylarının STTYY’ye yönelik olumlu görüşe sahip olduklarını ve farkındalıklarının olduğunu göstermektedir. Öğretmen adayları bu yaklaşımın öğrencilere birçok katkısının olduğunu ve güçlü ve zayıf yanlarının olduğunu ifade etmişlerdir. Özellikle öğretmen adayları bu yaklaşımı uygularken öğrenci merkezli bir anlayışı benimseyerek süreci yürüteceklerini ifade etmişlerdir. Öğretmen adayları STTYY’yi uygularken çeşitli sorunlarla karşılaşabileceklerini belirtmişlerdir. Bununla birlikte öğretmen adayları bu yaklaşımı etkileyen önemli faktörlerin olduğunu ve bu yaklaşımı uygularken tamamlayıcı ve geleneksel ölçme ve değerlendirme araçlarını kullanacaklarını söylemişlerdir.

Anahtar Kelimeler

yazma becerisi, metin türü, fenomenoloji, süreç tür temelli yazma yaklaşımı

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