Günümüz öğretmeni, her şeyi bilen olmaktan ziyade bilgiye nasıl ulaşılacağını bilen, alanında uzman, öğrenciyi teşvik eden ve öğrenmeyi öğreten özellikleri ile öne çıkmaktadır. Bununla birlikte iyi bir okur olan öğretmenin öğrencileri de iyi birer okur olacaktır. Özellikle okuma kültürü zayıf olan toplumlarda çocuk ve gençlere okuma kültürü kazandırma görevi genelde öğretmene yüklenmektedir. Buna koşut olarak pek çok araştırmada öğretmenlerin hem rol model olmak suretiyle hem de okuma materyali önerileriyle öğrencilerin okuma alışkanlığı ediminde, okuma becerilerinin gelişiminde etkili oldukları ortaya konmuştur. Bu bulgulardan hareketle öğretmenlerin çocuk ve gençlik edebiyatı algılarının belirlenmesi gerekmektedir. Böylelikle sahip olduğumuz öğretmen grubunun okuma kültürü edindirmede öğrencilere nasıl katkı sağlayabileceğini veya sağlayamayacağını kestirebiliriz. Bu bağlamda öğrencilerin okuma ediminde etkisi daha fazla olduğu düşünülen Türkçe, edebiyat, okul öncesi ve sınıf öğretmenlerine altı açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formları uygulanmıştır. Bu formlar ile elde edilen verilerin analizinde, veri analizi tekniklerinden “betimsel analiz” kullanılmıştır. Çalışma, 2014-2015 güz yarıyılında Kırşehir il merkezinde görev yapmakta olan 60 öğretmen üzerinde gerçekleştirilmiştir. Katılımcıların 27’si erkek, 33’ü kadındır. Araştırma sonuçlarına göre öğretmenlerin çocuk ve gençlik edebiyatını öğretici – eğitici yanı ağır basan edebî eserler olarak algıladıkları; bu edebiyat kapsamında Ömer Seyfettin, Gülten Dayıoğlu, Muzaffer İzgü, Kemalettin Tuğcu yanında İpek Ongun gibi yazarların isimlerini önceledikleri; büyük oranda çocuk ya da gençlik edebiyatı adı altında ders almadıkları; 100 Temel Eser’i çocuklara ve gençlere uygun eserler olarak değerlendirdikleri belirlenmiştir.

Introduction: In 20th century, teacher is the one knowing how to get the information rather than knowing everything, being expert in his branch, encouraging students and teaching how to learn. In addition, students of a teacher being a good reader would be a good reader, as well. Moreover, teacher has a great role on making someone get reading habit in societies having low family conscience and sensitivity (Yılmaz, 2009: 138). Students are readers as well as their teachers (Hill ve Beers, 1993: 1). Benevides (2006) questions how a teacher not having a reading habit and skill can make students acquire a lifelong learning habit. Although teachers’ roles have changed from past to present, it is seen in the carried studies that teachers have a great effect on students’ reading states. It is not an easy process to make students acquire reading habit for both families and the teachers because there are many factors affecting reading skill and habit along with family and teacher such as social circle, library, school, mass media(Özbay, 2009; Türkyılmaz, 2012; Balcı, Uyar and Büyükikiz, 2012). In this case, which path should be followed, which reading materials should be utilized in order to make children and young adults acquire reading habit and reading culture? Works of children and young adult literature are seen as an outstanding option in making children and young adults acquire reading habits. In many local and foreign studies such as Türkyılmaz (2012), Karakuş (2006), Aslan (2006), Aytaş (2003), Hunt (2001), Tomlinson and Brown (2007), Lukens and Cline (1995), Dilidüzgün (2007), Sever (2008), Sever (2013), Şirin (2007), it is emphasized and detected that children and young adults’ reading habits and attitudes towards reading have improved positively in the case of making them read works of children and young adult literature. The aim of the current study is to reveal perceptions and ideas of teachers towards children and young adult literature by considering studies in literature thereby it would be possible to have an idea about teachers having significant effect on making students acquire reading act. Method: In many studies, it is found out that teachers have significant effect on making students acquire reading habit and developing students’ reading skills as role models and with their suggestions on reading materials. In reference to those findings, it is necessary to define teachers’ perceptions on children and juvenile literature. A semi structured interview forms having six open ended questions are administered to teachers of Turkish, literature, preschool and classroom departments. These branches are taken into consideration because it is thought that they are the courses having great effect on making students acquire reading habit. Among data analysis methods, “descriptive analysis” is used in the analysis of the data (Yıldırım ve Şimşek, 2008: 79). In descriptive analysis, “data are summarized and interpreted considering previously defined themes”. Direct citations are practiced frequently, too (Yıldırım ve Şimşek, 2008: 224) and thereby sample would be defined in detail (Bloor ve Wood, 2006). Participants: There are 60 teachers in the study. They are randomly assigned and there are 15 teachers each of Turkish, literature, preschool and classroom departments. The interviews are practiced one to one. Answers given to the questions are categorized considering statements and statements are defined as units. For instance, for the question Which features should children and young adult literate works have?, E14( Literature teacher number 14) answered “it should enable to improve one’s imagination and have enjoyable theme”. The given answer is separated into two as “it should enable to improve one’s imagination” and “it should have an enjoyable theme”. While performing that, both statements and semantic features are taken into consideration and then categorized. In addition, sentences having same or similar sema