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Araştırmanın çalışma grubu 20 Türkçe öğretmeninden oluşmaktadır." /> <title>(PDF) Türkçe Öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) Yer Alan Okuryazarlık Becerilerinin Kazandırılmasına İlişkin Görüşlerinin İncelenmesi</title> <link rel="canonical" href="https://www.academia.edu/43886469/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_T%C3%BCrk%C3%A7e_Dersi_%C3%96%C4%9Fretim_Program%C4%B1_nda_2019_Yer_Alan_Okuryazarl%C4%B1k_Becerilerinin_Kazand%C4%B1r%C4%B1lmas%C4%B1na_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '1363409c2f6920b9f6129801bf9c25a45dc9d4a3'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740149184000); window.Aedu.timeDifference = new Date().getTime() - 1740149184000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Bu araştırmanın amacı Türkçe öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) yer alan okuryazarlık becerilerinin kazandırılmasına ilişkin görüşlerinin incelenmesidir. Araştırmanın çalışma grubu 20 Türkçe öğretmeninden oluşmaktadır. Araştırmada katılımcı olarak yer alan Türkçe öğretmenleri, Antalya ili sınırları içerisinde yer alan Millî Eğitim Bakanlığına bağlı ortaokullarda çalışmaktadır. Araştırmada öğretmenlerin görüşlerinin alınması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizine başlamak için öncelikle katılımcılarla yapılan görüşmelerin kayıtları yazılı metne aktarılmış, ardından elde edilen verilerin çözümlenmesinde içerik analizi tekniği kullanılmıştır. Araştırma sürecimde elde edilen bulgulara göre katılımcı grubuna dâhil olan Türkçe öğretmenlerinin çoğunluğu okuryazarlık becerilerine dair bir eğitim almamıştır. Nitekim programda yer alan okuryazarlık becerilerinin hepsinde kendini yetkin gören sadece 2 katılımcı bulunmaktadır. Katılımcıların kendini yetkin hissettiği okuryazarlık türlerine bakıldığında ise yalnızca bilgi okuryazarlığında katılımcıların çoğunluğu kendini yetkin bulmaktadır. Türkçe öğretmenlerinin kendini yetersiz görmesi ise okuryazarlık becerilerinin öğrencilere kazandırılamamasında en önemli etkenlerden biri olarak görülmektedir. Bunun yanında öğretmenler programda ve ders kitaplarında okuryazarlık becerilerine gerektiği kadar yer verilmediğini ifade etmiştir. Öğretmenlerin ifadeleri incelendiğinde, okuryazarlık becerilerinin kazandırılmasına fazla zaman ayrılmadığı ve müfredat kaygısının yaşandığı görülmüştür. Bunun yanında programda yer alan okuryazarlık becerilerinin tümüne yönelik bir eğitim yapılmadığı medya okuryazarlığı ve eleştirel okuryazarlık gibi bazı becerilere ağırlık verildiği de ifade edilmiştir. Teknoloji okuryazarlığı, bilişim okuryazarlığı, dijital okuryazarlık, medya okuryazarlığı gibi doğrudan olarak teknolojiyle alakalı okuryazarlıkların kazandırılmasında altyapı olarak yetersizlikler yaşandığı da öne çıkan görüşler arasında yer almaktadır. Söz konusu öğretmen görüşlerinden hareketle, Türkçe Dersi Öğretim Programı’nda (2019) yer alan okuryazarlık becerilerinin kazandırılmasına ilişkin öneriler sunulmuştur. The aim of this research is to examine the opinions of Turkish teachers regarding the acquisition of literacy skills in Turkish Course Curriculum (2019). The study group of the research consists of 20 Turkish teachers. Turkish teachers, who participated in the research, work in secondary schools within the borders of Antalya province and under the Ministry of National Education. In the research, semi-structured interview form was used to get the opinions of teachers. In order to begin the analysis of the data, first the records of the interviews with the participants were transferred to the written text and then the content analysis technique was used to analyze the obtained data. According to the findings from the research, more than half of the Turkish teachers included in the participant group do not have an education about literacy skills. As a matter of fact, there are only 2 participants who consider themselves proficient in all of the literacy skills included in the program. When we look at the types of literacy that the participants feel competent, more than half of the participants find themselves competent only in information literacy. The fact that Turkish teachers see themselves insufficient is seen as one of the most important factors in failing to provide literacy skills to students. In addition, teachers stated that literacy skills were not included in the program and textbooks as much as necessary. When the teachers \u0026amp;#39; statements were examined, it was observed that there was not much time devoted to the attainment of literacy skills and that there was curriculum anxiety. In addition, it was stated that there was no training for all the literacy skills included in the program, and some skills such as media literacy and critical literacy were included more frequently. It is also among the prominent opinions that there are insufficiencies as an infrastructure in acquiring directly technology-related literacy such as technology literacy, information literacy, digital literacy, and media literacy. Based on the views of the teachers, suggestions have been made for the acquisition of literacy skills in the Turkish language curriculum (2019).","author":[{"@context":"https://schema.org","@type":"Person","name":"Bilal Şimşek","url":"https://akdeniz.academia.edu/Bilal%C5%9Eim%C5%9Fek"}],"contributor":[],"dateCreated":"2020-08-18","dateModified":"2020-08-18","datePublished":"2020-01-01","headline":"Türkçe Öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) Yer Alan Okuryazarlık Becerilerinin Kazandırılmasına İlişkin Görüşlerinin İncelenmesi","image":"https://attachments.academia-assets.com/64213204/thumbnails/1.jpg","inLanguage":"tr","keywords":["Literacy","Digital Literacy","Media Literacy","Türkçe Eğitimi","İlköğretim Türkçe Dersi Öğretim programı","Medya okuryazarlığı","Okuryazarlık","dijital okuryazarlık","Türkçe Öğretmenliği"],"publication":"Eğitim ve Yeni Yaklaşımlar Dergisi / Journal of Education and New 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[{"id":64213204,"identifier":"Attachment_64213204","shouldShowBulkDownload":false},{"id":64709541,"identifier":"Attachment_64709541","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":43886469,"created_at":"2020-08-18T02:20:27.674-07:00","from_world_paper_id":null,"updated_at":"2023-06-13T10:52:46.853-07:00","_data":{"abstract":"Bu araştırmanın amacı Türkçe öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) yer alan okuryazarlık becerilerinin kazandırılmasına ilişkin görüşlerinin incelenmesidir. Araştırmanın çalışma grubu 20 Türkçe öğretmeninden oluşmaktadır. Araştırmada katılımcı olarak yer alan Türkçe öğretmenleri, Antalya ili sınırları içerisinde yer alan Millî Eğitim Bakanlığına bağlı ortaokullarda çalışmaktadır. Araştırmada öğretmenlerin görüşlerinin alınması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizine başlamak için öncelikle katılımcılarla yapılan görüşmelerin kayıtları yazılı metne aktarılmış, ardından elde edilen verilerin çözümlenmesinde içerik analizi tekniği kullanılmıştır. Araştırma sürecimde elde edilen bulgulara göre katılımcı grubuna dâhil olan Türkçe öğretmenlerinin çoğunluğu okuryazarlık becerilerine dair bir eğitim almamıştır. Nitekim programda yer alan okuryazarlık becerilerinin hepsinde kendini yetkin gören sadece 2 katılımcı bulunmaktadır. Katılımcıların kendini yetkin hissettiği okuryazarlık türlerine bakıldığında ise yalnızca bilgi okuryazarlığında katılımcıların çoğunluğu kendini yetkin bulmaktadır. Türkçe öğretmenlerinin kendini yetersiz görmesi ise okuryazarlık becerilerinin öğrencilere kazandırılamamasında en önemli etkenlerden biri olarak görülmektedir. Bunun yanında öğretmenler programda ve ders kitaplarında okuryazarlık becerilerine gerektiği kadar yer verilmediğini ifade etmiştir. Öğretmenlerin ifadeleri incelendiğinde, okuryazarlık becerilerinin kazandırılmasına fazla zaman ayrılmadığı ve müfredat kaygısının yaşandığı görülmüştür. Bunun yanında programda yer alan okuryazarlık becerilerinin tümüne yönelik bir eğitim yapılmadığı medya okuryazarlığı ve eleştirel okuryazarlık gibi bazı becerilere ağırlık verildiği de ifade edilmiştir. Teknoloji okuryazarlığı, bilişim okuryazarlığı, dijital okuryazarlık, medya okuryazarlığı gibi doğrudan olarak teknolojiyle alakalı okuryazarlıkların kazandırılmasında altyapı olarak yetersizlikler yaşandığı da öne çıkan görüşler arasında yer almaktadır. Söz konusu öğretmen görüşlerinden hareketle, Türkçe Dersi Öğretim Programı’nda (2019) yer alan okuryazarlık becerilerinin kazandırılmasına ilişkin öneriler sunulmuştur.\nThe aim of this research is to examine the opinions of Turkish teachers regarding the acquisition of literacy skills in Turkish Course Curriculum (2019). The study group of the research consists of 20 Turkish teachers. Turkish teachers, who participated in the research, work in secondary\nschools within the borders of Antalya province and under the Ministry of National Education. In the research, semi-structured interview form was used to get the opinions of teachers. In order to begin the analysis of the data, first the records of the interviews with the participants were transferred to the written text and then the content analysis technique was used to analyze the obtained data. According to the findings from the research, more than half of the Turkish teachers included in the participant group do not have an education about literacy skills. As a\nmatter of fact, there are only 2 participants who consider themselves proficient in all of the literacy skills included in the program. When we look at the types of literacy that the participants feel competent, more than half of the participants find themselves competent only in information literacy. The fact that Turkish teachers see themselves insufficient is seen as one of the most important factors in failing to provide literacy skills to students. In addition, teachers stated that literacy skills were not included in the program and textbooks as much as necessary. When the teachers ' statements were examined, it was observed that there was not much time devoted to the attainment\nof literacy skills and that there was curriculum anxiety. In addition, it was stated that there was no training for all the literacy skills included in the program, and some skills such as media literacy and critical literacy were included more frequently. It is also among the prominent opinions that there are insufficiencies as an infrastructure in acquiring directly technology-related literacy such as technology literacy, information literacy, digital literacy, and media literacy. Based on the views of the teachers, suggestions have been made for the acquisition of literacy skills in the Turkish language curriculum (2019).","publication_date":"2020,,","publication_name":"Eğitim ve Yeni Yaklaşımlar Dergisi / Journal of Education and New Approaches"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Türkçe Öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) Yer Alan Okuryazarlık Becerilerinin Kazandırılmasına İlişkin Görüşlerinin İncelenmesi","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [128913207]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":64213204,"attachmentType":"pdf"}"><img alt="First page of “Türkçe Öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) Yer Alan Okuryazarlık Becerilerinin Kazandırılmasına İlişkin Görüşlerinin İncelenmesi”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/64709541/mini_magick20201018-1082-m9tx78.png?1603035986" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Türkçe Öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) Yer Alan Okuryazarlık Becerilerinin Kazandırılmasına İlişkin Görüşlerinin İncelenmesi</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="128913207" href="https://akdeniz.academia.edu/Bilal%C5%9Eim%C5%9Fek"><img alt="Profile image of Bilal Şimşek" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/128913207/36784286/31774955/s65_bilal._im_ek.png" />Bilal Şimşek</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2020, Eğitim ve Yeni Yaklaşımlar Dergisi / Journal of Education and New Approaches</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">2 files</p></div></div><script>(async () => { const workId = 43886469; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=43886469"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Bu araştırmanın amacı Türkçe öğretmenlerinin Türkçe Dersi Öğretim Programı’nda (2019) yer alan okuryazarlık becerilerinin kazandırılmasına ilişkin görüşlerinin incelenmesidir. Araştırmanın çalışma grubu 20 Türkçe öğretmeninden oluşmaktadır. Araştırmada katılımcı olarak yer alan Türkçe öğretmenleri, Antalya ili sınırları içerisinde yer alan Millî Eğitim Bakanlığına bağlı ortaokullarda çalışmaktadır. Araştırmada öğretmenlerin görüşlerinin alınması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizine başlamak için öncelikle katılımcılarla yapılan görüşmelerin kayıtları yazılı metne aktarılmış, ardından elde edilen verilerin çözümlenmesinde içerik analizi tekniği kullanılmıştır. Araştırma sürecimde elde edilen bulgulara göre katılımcı grubuna dâhil olan Türkçe öğretmenlerinin çoğunluğu okuryazarlık becerilerine dair bir eğitim almamıştır. Nitekim programda yer alan okuryazarlık becerilerinin hepsinde kendini yetkin gören sadece 2 katılımcı bulunmaktadır. Katılımcıların kendini yetkin hissettiği okuryazarlık türlerine bakıldığında ise yalnızca bilgi okuryazarlığında katılımcıların çoğunluğu kendini yetkin bulmaktadır. Türkçe öğretmenlerinin kendini yetersiz görmesi ise okuryazarlık becerilerinin öğrencilere kazandırılamamasında en önemli etkenlerden biri olarak görülmektedir. Bunun yanında öğretmenler programda ve ders kitaplarında okuryazarlık becerilerine gerektiği kadar yer verilmediğini ifade etmiştir. Öğretmenlerin ifadeleri incelendiğinde, okuryazarlık becerilerinin kazandırılmasına fazla zaman ayrılmadığı ve müfredat kaygısının yaşandığı görülmüştür. Bunun yanında programda yer alan okuryazarlık becerilerinin tümüne yönelik bir eğitim yapılmadığı medya okuryazarlığı ve eleştirel okuryazarlık gibi bazı becerilere ağırlık verildiği de ifade edilmiştir. Teknoloji okuryazarlığı, bilişim okuryazarlığı, dijital okuryazarlık, medya okuryazarlığı gibi doğrudan olarak teknolojiyle alakalı okuryazarlıkların kazandırılmasında altyapı olarak yetersizlikler yaşandığı da öne çıkan görüşler arasında yer almaktadır. Söz konusu öğretmen görüşlerinden hareketle, Türkçe Dersi Öğretim Programı’nda (2019) yer alan okuryazarlık becerilerinin kazandırılmasına ilişkin öneriler sunulmuştur. The aim of this research is to examine the opinions of Turkish teachers regarding the acquisition of literacy skills in Turkish Course Curriculum (2019). The study group of the research consists of 20 Turkish teachers. Turkish teachers, who participated in the research, work in secondary schools within the borders of Antalya province and under the Ministry of National Education. In the research, semi-structured interview form was used to get the opinions of teachers. In order to begin the analysis of the data, first the records of the interviews with the participants were transferred to the written text and then the content analysis technique was used to analyze the obtained data. According to the findings from the research, more than half of the Turkish teachers included in the participant group do not have an education about literacy skills. As a matter of fact, there are only 2 participants who consider themselves proficient in all of the literacy skills included in the program. When we look at the types of literacy that the participants feel competent, more than half of the participants find themselves competent only in information literacy. The fact that Turkish teachers see themselves insufficient is seen as one of the most important factors in failing to provide literacy skills to students. In addition, teachers stated that literacy skills were not included in the program and textbooks as much as necessary. When the teachers ' statements were examined, it was observed that there was not much time devoted to the attainment of literacy skills and that there was curriculum anxiety. In addition, it was stated that there was no training for all the literacy skills included in the program, and some skills such as media literacy and critical literacy were included more frequently. It is also among the prominent opinions that there are insufficiencies as an infrastructure in acquiring directly technology-related literacy such as technology literacy, information literacy, digital literacy, and media literacy. Based on the views of the teachers, suggestions have been made for the acquisition of literacy skills in the Turkish language curriculum (2019).</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":64213204,"attachmentType":"pdf","workUrl":"https://www.academia.edu/43886469/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_T%C3%BCrk%C3%A7e_Dersi_%C3%96%C4%9Fretim_Program%C4%B1_nda_2019_Yer_Alan_Okuryazarl%C4%B1k_Becerilerinin_Kazand%C4%B1r%C4%B1lmas%C4%B1na_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":64213204,"attachmentType":"pdf","workUrl":"https://www.academia.edu/43886469/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_T%C3%BCrk%C3%A7e_Dersi_%C3%96%C4%9Fretim_Program%C4%B1_nda_2019_Yer_Alan_Okuryazarl%C4%B1k_Becerilerinin_Kazand%C4%B1r%C4%B1lmas%C4%B1na_%C4%B0li%C5%9Fkin_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Bu bağlamda bu araştırma, yabancılara Türkçe öğretimi alanında görev yapan öğreticilerin, ders kitaplarında yer alan dinleme metinlerine ilişkin görüşlerinin belirlenmesi amacıyla yapılandırılmış nitel bir çalışmadır. Araştırmanın çalışma grubu, Çukurova Üniversitesi Türkçe Öğretim Merkezinde (TÖMER) görev yapan 7 öğretim görevlisinden oluşmaktadır. Araştırma, İstanbul Üniversitesi Dil Öğretim Merkezi tarafından hazırlanan ve Çukurova Üniversitesi TÖMER’de okutulan “Yabancılara Türkçe Öğretimi Ders Kitabı” (Temel Seviye: A1, A2) ile sınırlı tutulmuştur. Bu kapsamdaki veriler yarı yapılandırılmış görüşmeler ile toplanmış ve içerik analizi yoluyla çözümlenmiştir. Yabancılara Türkçe öğretimi konusunda öğretim sürecini yönlendiren kişiler olarak öğreticilerle derse ilişkin kaynak konusunda iş birliği yapılması gerekliliğinden yola çıkılarak araştırmanın sonuçlarının alanyazına katkı sağlayacağı düşünülmektedir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Yabancılara Türkçe Öğretimi Ders Kitaplarında Yer Alan Dinleme Metinlerine Yönelik Öğretici Görüşleri","attachmentId":78009163,"attachmentType":"pdf","work_url":"https://www.academia.edu/67039835/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_Ders_Kitaplar%C4%B1nda_Yer_Alan_Dinleme_Metinlerine_Y%C3%B6nelik_%C3%96%C4%9Fretici_G%C3%B6r%C3%BC%C5%9Fleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67039835/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_Ders_Kitaplar%C4%B1nda_Yer_Alan_Dinleme_Metinlerine_Y%C3%B6nelik_%C3%96%C4%9Fretici_G%C3%B6r%C3%BC%C5%9Fleri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="96130699" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96130699/T%C3%BCrk%C3%A7e_Ders_Ki_tabinda_Yer_Alan_Yazma_Beceri_si_Etki_nli_kleri_ne_%C4%B0li_%C5%9Fki_n_7_Sinif_%C3%96%C4%9Frenci_G%C3%B6r%C3%BC%C5%9Fleri_">Türkçe Ders Ki̇tabinda Yer Alan Yazma Beceri̇si̇ Etki̇nli̇kleri̇ne İli̇şki̇n 7. 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Nitel araştırma yaklaşımlarından durum çalışması ile desenlenen araştırmanın çalışma grubunu Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü'nde öğrenim gören 45 katılımcı oluşturmaktadır. Yapılandırılmış görüşme formu kullanılarak toplanan veriler üzerinde QSR NVivo 8.0 nitel veri analiz programı ile içerik analizi yapılmıştır. Araştırma sonuçları, Türkçe öğretmeni adaylarının medya okuryazarlığını; medya mesajlarını analiz ederek yorumlama ve medyaya eleştirel bakma olarak tanımladıklarını; ders tercihlerinde medyayı kullanma ve gelişen dünyaya uyum sağlama gibi amaçların belirleyici olduğunu ortaya koymaktadır. Ayrıca öğretmen adaylarının Medya Okuryazarlığı dersinin Türkçe öğretmenliği lisans programlarında yer almasını; temel beceriler, sosyal yaşam ve dil becerilerinin geliştirilmesi açısından gerekli gördükleri belirlenmiştir. Bunun yanında dersin öğrenme öğretme sürecinde alternatif ölçme değerlendirme tekniklerinin daha çok kullanılmasını istedikleri tespit edilmiştir. Öğretmen adaylarının dersin sonunda geliştirdiklerini düşündükleri becerilerin çoğunlukla bilişsel alanda olması, dersin öğrenme çıktılarında duyuşsal ve davranışsal becerilere daha fazla yer verilmesinin gerekliliğini ortaya koymuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Öğretmen Adaylarinin Medya Okuryazarliği Dersi̇ne Yöneli̇k Görüşleri̇","attachmentId":102257432,"attachmentType":"pdf","work_url":"https://www.academia.edu/101823440/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylarinin_Medya_Okuryazarli%C4%9Fi_Dersi_ne_Y%C3%B6neli_k_G%C3%B6r%C3%BC%C5%9Fleri_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/101823440/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylarinin_Medya_Okuryazarli%C4%9Fi_Dersi_ne_Y%C3%B6neli_k_G%C3%B6r%C3%BC%C5%9Fleri_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="96720457" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96720457/T%C3%BCrk%C3%A7e_Dersi_%C3%96%C4%9Freti_m_Programi_2018_Ve_Ortaokul_T%C3%BCrk%C3%A7e_Ders_Ki_taplarinin_Di_ji_tal_Okuryazarlik_Beceri_leri_Ba%C4%9Flaminda_%C4%B0ncelenmesi_">Türkçe Dersi̇ Öğreti̇m Programi (2018) Ve Ortaokul Türkçe Ders Ki̇taplarinin Di̇ji̇tal Okuryazarlik Beceri̇leri̇ Bağlaminda İncelenmesi̇</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="152940185" href="https://independent.academia.edu/aykanbaykan">aykan baykan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Avrasya Uluslararası Araştırmalar Dergisi, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Dersi̇ Öğreti̇m Programi (2018) Ve Ortaokul Türkçe Ders Ki̇taplarinin Di̇ji̇tal Okuryazarlik Beceri̇leri̇ Bağlaminda İncelenmesi̇","attachmentId":98540492,"attachmentType":"pdf","work_url":"https://www.academia.edu/96720457/T%C3%BCrk%C3%A7e_Dersi_%C3%96%C4%9Freti_m_Programi_2018_Ve_Ortaokul_T%C3%BCrk%C3%A7e_Ders_Ki_taplarinin_Di_ji_tal_Okuryazarlik_Beceri_leri_Ba%C4%9Flaminda_%C4%B0ncelenmesi_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/96720457/T%C3%BCrk%C3%A7e_Dersi_%C3%96%C4%9Freti_m_Programi_2018_Ve_Ortaokul_T%C3%BCrk%C3%A7e_Ders_Ki_taplarinin_Di_ji_tal_Okuryazarlik_Beceri_leri_Ba%C4%9Flaminda_%C4%B0ncelenmesi_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="72550252" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72550252/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Konu%C5%9Fma_Becerisi_Etkinliklerinin_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1">Yabancı Dil Olarak Türkçe Ders Kitaplarında Yer Alan Konuşma Becerisi Etkinliklerinin Karşılaştırılması</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="97322572" href="https://nevsehir.academia.edu/DilekKocayanak">Dilek Kocayanak</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Sozlu anlatim becerilerinden olan konusma karmasik bir beceridir. Dil bilgisi, sozcuk bilgisi ve secimi, soyleyis, akicilik, konusma stratejileri gibi pek cok unsur bu karmasik yapiyi olusturmaktadir. Bu yuzden konusma becerisi gelistirilmesi en guc becerilerden biri olarak dusunulmektedir. Ancak unutulmamalidir ki Avrupa Dilleri Ortak Cerceve Metninde dilin etkin kullanimi ve iletisimi oncelenmektedir. Bu nedenle yabanci dil olarak Turkce siniflarinda iletisimsel konusma etkinliklerine yer verilmesi onem arz etmektedir. Bu etkinlikleri iceren en onemli arac gerecler ise ders kitaplaridir. Bu baglamda yabanci dil olarak Turkce derslerinde kullanilan Turkceye Yolculuk ve Yeni Hitit Yabancilar icin Turkce ders kitaplarini konusma becerisi etkinlikleri acisindan karsilastirmak bu calismanin amacini olusturmaktadir. Calismada oncelikle A1 duzeyinde kullanilabilecek konusma becerisi etkinlikleri aciklanmis, bu etkinlik turlerine kosut olarak kitaplarda yer alan konusma becerisi etkinlik ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Yabancı Dil Olarak Türkçe Ders Kitaplarında Yer Alan Konuşma Becerisi Etkinliklerinin Karşılaştırılması","attachmentId":81435216,"attachmentType":"pdf","work_url":"https://www.academia.edu/72550252/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Konu%C5%9Fma_Becerisi_Etkinliklerinin_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72550252/Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Konu%C5%9Fma_Becerisi_Etkinliklerinin_Kar%C5%9F%C4%B1la%C5%9Ft%C4%B1r%C4%B1lmas%C4%B1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="113035945" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/113035945/T%C3%BCrk%C3%A7e_Derslerinde_Ele%C5%9Ftirel_Okuryazarl%C4%B1k">Türkçe Derslerinde Eleştirel Okuryazarlık</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="251138086" href="https://independent.academia.edu/%C3%96nderPotur">Önder Potur</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ana Dili Eğitimi Dergisi, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Eğitim hayatımızda okuryazarlık anlayışı alfabeye dayalı okuryazarlık, işlevsel okuryazarlık, eleştirel okuryazarlık ve yeni okuryazarlıklar olmak üzere bir gelişim göstermiştir. Bu okuryazarlık çeşitlerinden eleştirel okuryazarlık eğitiminin amacı sorgulayan, yeni ve alternatif fikirler üreten, adalet ve eşitlik kavramlarını önemseyen, sosyal hayata yönelik harekete geçen bireyler yetiştirmektir. Bazı ülkelerin ders müfredatlarında yer alan eleştirel okuryazarlık eğitimi yazılı ve görsel metnin sorgulanmasını ve öğrencinin daha derin düşünmesini sağlamaktadır. Eleştirel okuryazarlık eğitiminden hareketle okuma, dinleme, konuşma ve yazma becerilerini kazandırmayı amaçlayan bir öğretim sürecinin ana dili eğitimimize katkı sağlayacağı düşünülmektedir. Bu çalışmada eleştirel okuryazarlık ve ilkeleri, eğitimi, , strateji ve sorularının rehberliğinde eleştirel okuryazarlığın Türkçe derslerindeki yeri ve öneminin açıklanması amaçlanmıştır. Araştırmada "Eleştirel okuryazarlık nedir?", "Eleştirel okuryazarlık eğitimi nasıl yapılır?", "Eleştirel okuryazarlığın Türkçe derslerindeki yeri ve önemi nedir?" sorularına cevap aranmıştır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Derslerinde Eleştirel Okuryazarlık","attachmentId":110104079,"attachmentType":"pdf","work_url":"https://www.academia.edu/113035945/T%C3%BCrk%C3%A7e_Derslerinde_Ele%C5%9Ftirel_Okuryazarl%C4%B1k","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/113035945/T%C3%BCrk%C3%A7e_Derslerinde_Ele%C5%9Ftirel_Okuryazarl%C4%B1k"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="88981391" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/88981391/Ortaokul_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Yazma_Etkinliklerine_%C4%B0li%C5%9Fkin_Bir_De%C4%9Ferlendirme">Ortaokul Türkçe Ders Kitaplarında Yer Alan Yazma Etkinliklerine İlişkin Bir Değerlendirme</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5771612" href="https://gantep.academia.edu/ArzuATASOY">Arzu ATASOY</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmanın amacı ortaokul Türkçe ders kitaplarında yer alan yazma etkinliklerini incelemek ve incelenen ders kitaplarında tespit edilen sorunları ortaya koymaktır. Bu doğrultuda 5. sınıf Anıttepe, 6, 7 ve 8. sınıf MEB Türkçe ders kitaplarında yer alan 362 yazma etkinliği değerlendirilmiştir. Araştırmada iki aşama takip edilmiştir. İlk aşamada incelenen etkinliklerin sınıf seviyesi, tema, metin ve 2019 Türkçe Dersi Öğretim Programında yer alan yazma kazanımlarına göre dağılımları belirlenmiş; ikinci aşamada ise yazma etkinliklerindeki sorunlar tespit edilmiştir. Yapılan analizler doğrultusunda öne çıkan bazı sonuçlar şu şekildedir: Türkçe ders kitaplarında sınıf seviyelerine göre 5. sınıfta 91, 6. sınıfta 111, 7. sınıfta 64 ve 8. sınıfta 96 yazma etkinliği bulunmaktadır. Sınıf seviyesine bakılmaksızın genel olarak en çok “Yazma stratejilerini uygular” ve “Bilgilendirici metin yazar”; en az ise “Yazdıklarını paylaşır”, “Bir işin işlem basamaklarını yazar”, “Yazılarında uygun geçiş ve bağlantı ifadelerini kullanır”, “Yazdıklarında yabancı dillerden alınmış̧, dilimize henüz yerleşmemiş̧ kelimelerin Türkçelerini kullanır”, “Yazılarını zenginleştirmek için atasözleri, deyimler ve özdeyişler kullanır” kazanımlarına yönelik etkinliklere yer verilmektedir. İncelenen ders kitaplarında tespit edilen sorunlar ise yazma etkinlikleri ile yazma kazanımları arasında dengeli bir dağılımın olmaması, yazma etkinliklerinin uygun sırada olmaması, yazmanın alt becerilerinin dikkate alınmaması, yazma etkinliklerinin okuma metninden bağımsız olması ve yazma etkinliklerindeki yönergelerin açık olmamasıdır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ortaokul Türkçe Ders Kitaplarında Yer Alan Yazma Etkinliklerine İlişkin Bir Değerlendirme","attachmentId":92860229,"attachmentType":"pdf","work_url":"https://www.academia.edu/88981391/Ortaokul_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Yazma_Etkinliklerine_%C4%B0li%C5%9Fkin_Bir_De%C4%9Ferlendirme","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/88981391/Ortaokul_T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Yazma_Etkinliklerine_%C4%B0li%C5%9Fkin_Bir_De%C4%9Ferlendirme"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="94633329" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/94633329/T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Dinleme_%C4%B0zleme_Metni_ve_Etkinliklerinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Program%C4%B1_Do%C4%9Frultusunda_%C4%B0ncelenmesi">Türkçe Ders Kitaplarında Yer Alan Dinleme/İzleme Metni ve Etkinliklerinin Türkçe Öğretim Programı Doğrultusunda İncelenmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6370264" href="https://independent.academia.edu/talataytan">talat aytan</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Ders Kitaplarında Yer Alan Dinleme/İzleme Metni ve Etkinliklerinin Türkçe Öğretim Programı Doğrultusunda İncelenmesi","attachmentId":97035920,"attachmentType":"pdf","work_url":"https://www.academia.edu/94633329/T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Dinleme_%C4%B0zleme_Metni_ve_Etkinliklerinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Program%C4%B1_Do%C4%9Frultusunda_%C4%B0ncelenmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/94633329/T%C3%BCrk%C3%A7e_Ders_Kitaplar%C4%B1nda_Yer_Alan_Dinleme_%C4%B0zleme_Metni_ve_Etkinliklerinin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Program%C4%B1_Do%C4%9Frultusunda_%C4%B0ncelenmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="3454538" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3454538/Sait_T%C3%BCzel_2013_%C3%87ok_Katmanl%C4%B1_Okuryazarl%C4%B1k_E%C4%9Fitiminin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenli%C4%9Fi_Lisans_Program%C4%B1na_Entegre_Edilmesine_%C4%B0li%C5%9Fkin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Aday%C4%B1_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi_E%C4%9Fitimde_Kuram_ve_Uygulama_Dergisi_9_2_">Sait Tüzel (2013) Çok Katmanlı Okuryazarlık Eğitiminin Türkçe Öğretmenliği Lisans Programına Entegre Edilmesine İlişkin Türkçe Öğretmen Adayı Görüşlerinin İncelenmesi. Eğitimde Kuram ve Uygulama Dergisi, 9 (2): </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="317586" href="https://uri.academia.edu/saittuzel">Sait Tuzel</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Yazının, sözün, durağan ve hareketli görüntülerin bir arada kullanılabildiği ortamlar olarak tanımlanan çok katmanlı metinlerin, dil öğretiminde kullanımına ilişkin çalışmalar son dönemde artmıştır. Çok katmanlı metinlerin bünyesinde bulunan her bir unsurun ürettiği anlamdan ziyade bir arada ürettikleri anlama yoğunlaşılması önemli görülmektedir. Çünkü çok katmanlı metinlerde anlam, bütünü oluşturan parçaların ayrı ayrı ele alınmasıyla değil; aksine bütünü oluşturan parçaların bir arada yorumlanmasıyla ortaya çıkmaktadır. Çok katmanlı metinlerin bu özellikleri, çok katmanlı okuryazarlık öğretiminin eğitim fakültelerinde ayrıca ele alınması gereğini ortaya çıkarmaktadır. Türkçe öğretmen adaylarının çok katmanlı okuryazarlık öğretimine ilişkin görüşlerinin ortaya konulmasının amaçlandığı bu çalışma, nitel araştırma yaklaşımlarından durum çalışması yöntemi kullanılarak desenlenmiştir. Çalışma kapsamında Çanakkale Onsekiz Mart Üniversitesi Türkçe Öğretmenliği 4. Sınıfta öğrenim gören 61 öğretmen adayının görüşüne başvurulmuştur. Elde edilen bulgulardan hareketle, öğretmen adaylarının çok katmanlı metin yapısına ve çok katmanlı okuryazarlık öğretimine ilişkin farkındalık düzeylerinin düşük olduğu sonucuna ulaşılmıştır. Ayrıca öğretmen adaylarının yaklaşık üçte ikilik kısmı (f=42) çok katmanlı metinlerin ortaokul Türkçe derslerinde kullanılması gerekliliğini savunurken yalnızca 1 öğretmen adayı çok katmanlı okuryazarlık öğretimi konusunda kendini yeterli gördüğünü ifade etmektedir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Sait Tüzel (2013) Çok Katmanlı Okuryazarlık Eğitiminin Türkçe Öğretmenliği Lisans Programına Entegre Edilmesine İlişkin Türkçe Öğretmen Adayı Görüşlerinin İncelenmesi. Eğitimde Kuram ve Uygulama Dergisi, 9 (2): ","attachmentId":31685542,"attachmentType":"pdf","work_url":"https://www.academia.edu/3454538/Sait_T%C3%BCzel_2013_%C3%87ok_Katmanl%C4%B1_Okuryazarl%C4%B1k_E%C4%9Fitiminin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenli%C4%9Fi_Lisans_Program%C4%B1na_Entegre_Edilmesine_%C4%B0li%C5%9Fkin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Aday%C4%B1_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi_E%C4%9Fitimde_Kuram_ve_Uygulama_Dergisi_9_2_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3454538/Sait_T%C3%BCzel_2013_%C3%87ok_Katmanl%C4%B1_Okuryazarl%C4%B1k_E%C4%9Fitiminin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenli%C4%9Fi_Lisans_Program%C4%B1na_Entegre_Edilmesine_%C4%B0li%C5%9Fkin_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Aday%C4%B1_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi_E%C4%9Fitimde_Kuram_ve_Uygulama_Dergisi_9_2_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="19923623" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/19923623/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Medya_Okuryazarl%C4%B1k_D%C3%BCzeyleri">Türkçe Öğretmen Adaylarının Medya Okuryazarlık Düzeyleri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4244428" href="https://inonu.academia.edu/%C5%9EENOLAKAYDIN">ŞENOL AKAYDIN</a></div><p class="ds-related-work--abstract ds2-5-body-sm">2012 yılında MEB, RTÜK ile Aile ve Sosyal Politikalar Bakanlığı işbirliğiyle gerçekleştirilen geniş katılımlı “Medya Okuryazarlığı Çalıştayı”nda medya okuryazarlığı eğitiminin diğer ders içerikleriyle ilişkilendirilerek verilmesi gündeme gelmiş ve sonuç bildirisinde diğer derslerle ilişkilendirme konusu; “Okul öncesinden itibaren bütün eğitim kademelerinde ilgili derslerin öğretim programlarıyla ilişkilendirilerek verilmelidir” şeklinde vurgulanmıştır. Bu çalışmada söz konusu karardan hareketle Türkçe öğretmen adaylarının medya okuryazarlık düzeyleri araştırılmıştır. Çalışma betimsel nitelikte bir çalışma olup tarama modelinde desenlenmiştir. Araştırmanın verileri “Medya Okuryazarlık Düzey Belirleme Ölçeği” yoluyla 2013-2014 eğitim-öğretim yılında İnönü Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümünde öğrenim gören 184 öğretmen adayından elde edilmiştir. Elde edilen veriler SPSS17.0 paket programında t-testi ve ANOVA testleri kullanılarak analiz edilmiştir. Öğrencilerin medya okuryazarlık puanları incelendiğinde en düşük puanın 40, en yüksek puanın 83 olduğu bulunurken, ortalamaları ise 68.05 bulunmuştur. Bu da Türkçe Eğitimi Bölümü öğrencilerinin medya okuryazarlık düzeylerinin iyi derecede olduğunu göstermektedir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Öğretmen Adaylarının Medya Okuryazarlık Düzeyleri","attachmentId":40918131,"attachmentType":"pdf","work_url":"https://www.academia.edu/19923623/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Medya_Okuryazarl%C4%B1k_D%C3%BCzeyleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/19923623/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Medya_Okuryazarl%C4%B1k_D%C3%BCzeyleri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":64213204,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":64213204,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_64213204" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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