Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process

Yusuf Uyar, Seyit Ateş, Kasım Yıldırım
3.279 769

Öz


Bu çalışmanın amacı öğretmen adaylarının okuduğunu anlama sürecinde öz düzenlemeye dayalı öğrenmenin özelliklerini ne düzeyde sergilediklerini belirlemektir. Bu çalışma verilerin toplanması ve değerlendirilmesi bakımından nitel bir araştırmadır. Çalışma grubu otuz ikisi kadın, yirmi altısı erkek olmak üzere toplam 58 öğretmen adayından oluşmaktadır. Bu öğretmen adaylarının yirmi dokuzu Türkçe öğretmenliği, yirmi dokuzu sınıf öğretmenliği ana bilim dalı öğrencisidir. Veri toplamada odak grup görüşme yöntemi kullanılmıştır. Veri toplamada kullanılmak üzere yarı yapılandırılmış bir görüşme formu geliştirilmiştir.

Sonuçlar, öğretmen adaylarının motivasyonel durumlarının (öz-yeterlilik algı düzeyleri, hedef yönelimleri ve atıfları) beklenen düzeyin altında olduğunu göstermiştir. Öğretmen adaylarının önemli bir kısmının okuma sırasında bilişsel stratejilerden en az birini kullandığı belirlenmiştir. Ancak üstbilişsel stratejileri (hedef belirleme, planlama, bilişsel strateji seçme, izleme ve öz değerlendirme) kullanan öğretmen adayı sayısının oldukça az olduğu tespit edilmiştir. Benzer şekilde öz düzenleme stratejilerini (ayarlama -strateji-, ayarlama-metin-, ayarlama -çevre-, adapte edilebilir yardım alma ve duygularını kontrol etme) kullanan öğretmen adayı sayısının oldukça az olduğu tespit edilmiştir.

Anahtar Kelimeler: Okuduğunu anlama, öz düzenlemeye dayalı öğrenme, öğretmen adayı.

Abstract

The aim of this study was to investigate the extent to which pre-service teachers exhibit patterns of self-regulated learning in their reading comprehension process. This study is a qualitative research in terms of data collection and evaluation. Study group consisted of 58 pre-service teachers, thirty two of them were female and twenty six of them were male. Twenty nine of them enrolled primary school education programme and twenty nine of them enrolled Turkish language teaching programme. Focus group interviews were used in data collection. A semi structured interview form was developed to gather the data.

The results showed that pre-service teachers' motivational states (level of self-efficacy beliefs, goal orientations, and attributions) were under the expected level. It is also determined that most of the pre-service teachers use at least one cognitive strategy during reading. On the other hand, the number of pre-service teachers who use metacognitive (goal setting, planning, cognitive strategy selection, monitoring and self-evaluation) were found very low. Similarly, the number of pre-service teachers who use self-regulatory strategies (adjusting-strategies-, adjusting-text-, adjusting-environment-, adaptive help seeking, and emotion control) were found very low.

Key Words: Reading comprehension, self-regulated learning, pre-service teachers.


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