Turkish Teacher Candidates’ Experiences with Narrative Interpretation in the Context of Bibliotherapy-Based Reading

Öz

Bibliotherapy offers readers the opportunity to interpret their life experiences, make sense of their emotions, and develop different perspectives. In this regard, bibliotherapy is a reading-based technique that supports individual awareness and the process of narrative interpretation among readers. This study aims to examine the experiences of Turkish language teacher candidates regarding the bibliotherapy-based book reading process. The study was conducted with 10 Turkish language teacher candidates who participated in a bibliotherapy-based book reading project carried out by the Oku-Yorum Book and Thought Society at Adıyaman University during the 2025–2026 academic year. Participants were selected using the criterion sampling technique, one of the purposeful sampling methods. Research data were collected via a semi-structured interview form administered through SurveyMonkey. The data were analyzed using a reflexive thematic analysis approach. The analysis revealed two main themes and six subthemes related to the Turkish teacher candidates’ narrative interpretation experiences during the bibliotherapy-based book reading process. The main themes are: communicative awareness developed through shared reading and self-reinterpretation through literary characters. The study reveals that bibliotherapy-based reading processes not only enrich Turkish teacher candidates’ reading experiences but also provide an interactive learning environment that supports their communicative awareness, empathetic understanding, and narrative interpretation processes. The research findings indicate that bibliotherapy-based reading in Turkish teacher candidate training programs supports the candidates’ awareness.

Anahtar Kelimeler

• Turkish Teacher Candidates’
• bibliotherapy-based reading
• narrative interpretation
• and reflective thematic analysis.

Destekleyen Kurum

This study was supported by the Republic of Türkiye Ministry of Youth and Sports under the 2024-I Call for Proposals of the Support Program for Empowering Youth Affected by Disasters (Project No. 61608).

Proje Numarası

61608

Etik Beyan

This study was approved by the Social and Human Sciences Ethics Committee of Adıyaman University (Decision No. 212, dated October 7, 2025). Informed consent was obtained from all participants prior to their participation. Confidentiality and ethical research principles were maintained throughout all stages of the study.

Teşekkür

I would like to express my sincere gratitude to the Ministry of Youth and Sports of the Republic of Türkiye for its support in the implementation of this research. I also extend my appreciation to Sezai Yılmaz, Mirza Gökdemir, Ahmet Tanhan, Esma Yılmaz, Elif Sude Nergiz, and Rabia Arslan for their valuable academic and practical contributions to the planning and implementation of the study.

Bibliyoterapi Temelli Kitap Okuma Bağlamında Türkçe Öğretmen Adaylarının Anlatısal Anlamlandırma Deneyimleri

Öz

Bibliyoterapi, okurların yaşam deneyimlerini yorumlamalarına, duygularını anlamlandırmalarına ve farklı bakış açıları geliştirmelerine fırsat sunmaktadır. Bu yönüyle bibliyoterapi, okurlarda bireysel farkındalığı, anlatısal anlamlandırma sürecini destekleyen okuma temelli bir tekniktir. Bu araştırma da Türkçe öğretmen adaylarının bibliyoterapi temelli kitap okuma sürecine ilişkin deneyimlerini incelemeyi amaçlamaktadır. Araştırma, 2025-2026 eğitim-öğretim yılında Adıyaman Üniversitesinde faaliyet gösteren Oku-Yorum Kitap ve Düşünce Topluluğu’nda yürütülen bir projenin bibliyoterapi temelli kitap okumasına katılan 10 Türkçe öğretmen adayıyla yürütülmüştür. Katılımcılar, amaçlı örnekleme yöntemlerinden ölçüt örnekleme tekniği kullanılarak belirlenmiştir. Araştırma verileri, SurveyMonkey aracılığıyla uygulanan yarı yapılandırılmış görüş formuyla toplanmıştır. Veriler refleksif tematik analiz yaklaşımı doğrultusunda analiz edilmiştir. Analizlerin sonucunda bibliyoterapi temelli kitap okuma sürecinde Türkçe öğretmen adaylarının anlatısal anlamlandırma deneyimleriyle ilgili iki ana tema ve altı alt tema elde edilmiştir. Ana temalar: Ortak okuma yoluyla gelişen iletişimsel farkındalık ve karakterler aracılığıyla kendini yeniden anlamlandırmadır. Araştırma, bibliyoterapi temelli okuma süreçlerinin Türkçe öğretmen adaylarının okuma deneyimlerini zenginleştirmenin yanı sıra iletişimsel farkındalıklarını, empatik anlayışlarını ve anlatısal anlamlandırma süreçlerini destekleyen etkileşimli bir öğrenme ortamı sunduğunu ortaya koymaktadır. Araştırma bulguları, Türkçe öğretmen adayı yetiştirme programlarında bibliyoterapi temelli okumaların adayların farkındalığı desteklediğini göstermektedir.

Anahtar Kelimeler

• Türkçe öğretmen adayları
• bibliyoterapi temelli okuma
• anlatısal anlamlandırma
• refleksif tematik analiz.

Destekleyen Kurum

Bu araştırma, T.C. Gençlik ve Spor Bakanlığı tarafından yürütülen 2024-I Çağrı Dönemi Afetten Etkilenen Gençlerin Güçlendirilmesi Destek Programı kapsamında desteklenmiştir (Proje No: 61608).

Proje Numarası

61608

Etik Beyan

Bu araştırma, Adıyaman Üniversitesi Sosyal ve Beşerî Bilimler Etik Kurulunun 07.10.2025 tarih ve 212 sayılı kararı ile onaylanmıştır. Katılımcılardan gönüllü katılım onamı alınmış, araştırma sürecinde gizlilik ve etik ilkelere bağlı kalınmıştır.

Teşekkür

Bu araştırmanın gerçekleştirilmesine sağladığı desteklerden dolayı Gençlik ve Spor Bakanlığına teşekkür ederim. Ayrıca araştırmanın planlanması ve yürütülmesi sürecinde sundukları akademik ve uygulamaya yönelik katkılarından dolayı Sezai Yılmaz’a, Mirza Gökdemir’e, Ahmet Tanhan’a, Esma Yılmaz’a, Elif Sude Nergiz’e ve Rabia Arslan’a teşekkürlerimi sunarım.

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