scholarly journals An Analysis of Turkish Language Teacher Candidates’ Attitudes Towards Computer Assisted Education

2011 ◽  
Vol Volume 6 Issue 2 (6) ◽  
pp. 909-918
Author(s):  
Abdullah ŞAHİN
Keyword(s):  
Teacher Candidates ◽  
Computer Assisted ◽  
Language Teacher ◽  
Turkish Language

scholarly journals Media as a Learning-Teaching Tool in the Context of Media Literacy from Turkish Language Teacher Candidates’ Perspective

2021 ◽  
Vol 9 (4) ◽  
pp. 93
Author(s):  
Hatice Coşkun
Keyword(s):  
Qualitative Research ◽  
Media Literacy ◽  
Teacher Candidates ◽  
Educational Process ◽  
University Education ◽  
The Internet ◽  
Teaching Tool ◽  
Language Teacher ◽  
The Media ◽  
Turkish Language

This study aims to reveal the Turkish language teacher candidates’ opinions about the media as a learning-teaching tool in the context of media literacy. It has been conducted utilising the basic qualitative research pattern, one of the qualitative research types, with twenty participating teacher candidates studying in the last year of their university education. In the study, a semi-structured interview form is employed as the data collection tool. The collected data are analysed based on the content analysis method, one of the qualitative analysis methods. The results obtained in the study have shown that social media has a central place in Turkish teacher candidates’ media perception; when they were asked about the media tools for teaching, they answered the internet and YouTube primarily. The participants stressed that the media as a teaching tool offers teachers alternative ways and facilitates the educational process. For these reasons, they consider the media a usable teaching tool. The media tools they use the most in their own learning processes are the internet, YouTube and Instagram. The teacher candidates plan to use media tools while performing their jobs. Moreover, the teacher candidates, who consider utilising media tools in the learning-teaching process necessary, plan to advise their students to learn through media.

scholarly journals Diary Keeping in Writing Education

2018 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Betul Keray Dincel ◽  
Hilmi Savur
Keyword(s):  
Qualitative Study ◽  
Teacher Candidates ◽  
Personal Development ◽  
Writing Skills ◽  
Structured Interviews ◽  
Language Teacher ◽  
Writing Ability ◽  
Teaching Activities ◽  
The Many ◽  
Turkish Language

One of the many types of texts that can be used in writing education is the diary. In this study, the opinions of the Turkish language teacher candidates about diary keeping and their diaries kept for two months in which they could freely express their thoughts were analyzed. It is a qualitative study in which thirty-four participants' diaries were examined, and semi-structured interviews were conducted with seventeen randomly selected candidates. It is observed that the topics dealt by the teacher candidates in their diaries mainly focused on themes such as education-teaching activities, life, feelings, thoughts, relatives, nature, important days, diary, problems, personal development, and writing skills. The emerging codes from these interviews were grouped as: Diary, problems, personal development, and writing skills. The results of this research reveal that candidates who regularly keep a diary begin to question their lives and try to manage them better. Moreover, it was shown that diary keeping, which is regular writing, has an important role in the development of writing ability.

scholarly journals The Investigation of Language Teacher Candidates’ Self-efficacy and Writing Anxiety in Processual Context

2018 ◽  
Vol 7 (1) ◽  
pp. 180
Author(s):  
İbrahim Seçkin Aydın
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
First Graders ◽  
Language Teacher ◽  
Writing Anxiety ◽  
Learning And Teaching ◽  
The Third ◽  
Female Candidates ◽  
Class Level ◽  
Turkish Language

The purpose of this study is to evaluate the self-efficacy perceptions and writing anxiety of the Turkish language teacher candidates that receive training for learning and teaching language in a processual context. The research has been carried out with a total of 113 teacher candidates that study at the Department of Turkish Language in the first (n=56) and third (n=57) grades. The reason is that the first graders are beginner and they receive Written Expression classes; and the third graders receive Writing Education classes. The data from both grades have been collected by using the Writing Self-efficacy Perception Scale (WSPS) and the Writing Anxiety Scale (WAS) at the beginning and at the end of the term. The collected data have been analyzed both in respective class levels and by comparing to the other class level. The result of the research shows that the writing anxiety has decreased and the writing self-efficacy perception has increased in the first grader candidates. Whereas in the third grader candidates, the writing anxiety has increased and the writing self-efficacy perception has decreased. This has been interpreted as the professional awareness of the candidates increases depending on the grade level. Another result of the research is that the revision and editing (RE) factor in the writing process is higher in the female candidates than the male candidates. The findings obtained in the research bear a resemblance to the literature in some aspects, and differ from the literature in some aspects.

scholarly journals Examination of Listening Anxiety of Turkish Language Teacher Candidates

2018 ◽  
Vol 6 (11) ◽  
pp. 150
Author(s):  
Onur Er ◽  
Kürşad Çağrı Bozkirli ◽  
Faruk Polatcan
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Teacher Candidates ◽  
Quantitative Data ◽  
Data Collection Tool ◽  
Alpha Coefficient ◽  
Language Teacher ◽  
Listening Anxiety ◽  
Package Program ◽  
Turkish Language

The purpose of this study is to examine the listening anxiety of Turkish language teacher candidates in terms of various variables. “Listening Anxiety Scale” developed by Maden and Durukan (2016) was used as data collection tool in the study conducted by a survey model. The Cronbach's Alpha coefficient of the scale was found to be 0.88. The data of the research was obtained from randomly selected 168 Turkish language teacher candidates studying in Atatürk University in 2017-2018 academic years. The obtained quantitative data by the application of the scale was transferred to SPSS Windows 15 package software program. As the result of the research using statistical package program for data analysis, it was found that even it has not been high, Turkish language teacher candidates have listening anxiety above the average and it was determined that listening anxiety has not differed significantly according to gender, grade, most frequently used language skill, and status of reading books regularly.

scholarly journals Turkish Language teacher candidates' perceptions of the concept of digital story: A metaphor study

2020 ◽  
Vol 10 (2) ◽  
pp. 445-461
Author(s):  
Kaya Donmuş ◽  
Mehmet Eroğlu
Keyword(s):  
Teacher Candidates ◽  
Language Education ◽  
University Education ◽  
Study Group ◽  
Language Teacher ◽  
Purposeful Sampling ◽  
Digital Story ◽  
Digital Stories ◽  
Faculty Department ◽  
Turkish Language

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.

scholarly journals Identification of Justification Types and Discourse Markers in Turkish Language Teacher Candidates’ Argumentative Texts

2017 ◽  
Vol 5 (2) ◽  
pp. 63
Author(s):  
Esra Nur Tiryaki
Keyword(s):  
Teacher Candidates ◽  
Field Research ◽  
Discourse Markers ◽  
Analysis Method ◽  
Language Teacher ◽  
Argumentative Text ◽  
Content Analysis Method ◽  
Argumentative Texts ◽  
Turkish Language ◽  
Academic Year

The purpose of this research is to identify discourse markers used in justification types in Turkish language teacher candidates' argumentative texts. Survey model was used since it was aimed to determine the categories into which support and refutation justifications are split and to identify the discourse markers which express these categories. It is a descriptive field research in which qualitative data analysis techniques were employed. The pool of the research was obtained from the texts of 3rd and 4th year students (N=100) in Turkish Language Teaching Department at Mustafa Kemal University, in 2014-2015 academic year (N=100). "Argumentative Text Writing Form" and "Justification Type Identification Form" developed by researcher used as data collection tools. Texts were by using content analysis method. Descriptive statistics (frequency (f), percentage (%)) analyses were used in the analysis of the data collected in this study. According to the results of this study; a total of 275 justifications including support justifications (f = 225) and refutation justifications (f = 50) were presented in the texts given by the students. Justification types, which are most widely used for support justifications, are reasoning (% 19.11), addition (%14.22), exemplification (%13.77) and opposition (%11.55). The least used justification types are distinction (%2.66), condition (%2.22) and sequencing (%1.77). Opposition (%34) is the most widely used justification type for refutation justifications whereas conclusion, distinction and sequencing (%2) are the least used ones. Discourse markers (n=62) were identified in 11 justification types. Examples, where these discourse markers were employed, are presented in the study through sample sentences.

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