The Effects Of Critical Reading-Writing Training On Turkish Language Teacher Candidates’ Turkish Course Planning And Practice Skills

Turkish language teacher candidates participate in real class teaching through practicum and they transfer their theoretical background that they have already received in their pre-service training. Therefore, it can be claimed that teaching practice in pre-service education is significantly important as it is a bridge between theory and practice. Also, the academic achievement in practicum can be considered as important because it reflects and combines both the professional and field-related knowledge and skills. In line with this, the study investigates whether critical reading-writing training is influential on Turkish language teaching department 4th year students’ Turkish course planning and practice which has been prepared to address their critical reading-writing skills in their practicum. hazırlanan dersi planlama ve uygulama sürecine etkisi olup olmadığı sınanmaya çalışılmıştır. The reseach was conducted with forty one Çukurova University, Turkish Language Teaching Department forth-year students in the academic year of 2009-2010 and 2010-2011, in Adana. One experimental and one control group were organized. As a data collection tool, “The Evaluation Form of Critical Reading-Writing Skills Course Planning according to the course taken as a base” was used. This form was developed by the researcher, herself, and had a three-point scale. It had got eight parts: “Achievements”, “Teaching Methods and Techniques”, “Theme”, “Duration”, “Materials”, “Attention Getting and Motivation”, “Course Practice” and “Evaluation”. In addition, seven teacher candidates from the experimental group volunteered to be observed. They were video-recorded during their practice of their lesson plans in their classes. The covariance analysis was conducted on the quantitative data of the study and p<.05 was regarded as a significance level. Content analysis was done on the qualitative data. When pre-test scores based on the evaluation form were taken under control, regarding post-test scores mean, a significant difference was observed between the control and the experimental group in favour of the experimental group. The qualitative findings are in line with the quantitative findings of the study. Then, the characteristics of the activities that the teacher candidates prepared and practised in their course plans were taken into account and it was seen that these course activities are also consistent with the properties of critical reading-writing and they reinforce critical reading-writing.

Keywords

Critical reading-wriing skills, Turkish language teaching teacher candidates, course planning and pr