Examining the Metaphors Produced by Primary School Teacher Candidates for Reading-Writing Difficulties

Emine Birgül Zelzele; Hacer Ulu Bilim

Makale detayları

Examining the Metaphors Produced by Primary School Teacher Candidates for Reading-Writing Difficulties

Yazarlar:

Emine Birgül Zelzele | Hacer Ulu Bilim

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 3, pp.855-874

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332414

pISSN:

2149-0767

Anahtar kelimeler:

Özet:

 One of the most common academic challenges that educators may face is the difficulty some students experience with reading and writing. Students must be equipped with the necessary skills to overcome these challenges at the earliest formal education stage, namely basic education. It is therefore incumbent upon teacher candidates to cultivate an awareness of learning difficulties during their pre-service training. The research aims to examine the metaphors produced by prospective teachers, which can be considered indicators of their perceptions of reading and writing difficulties. The research study group comprises 170 teacher candidates enrolled at a state university. A form comprising open-ended questions was employed as a data collection instrument to elucidate the perceptions of prospective teachers regarding the specified concepts. The data set was then divided into categories, and a content analysis was subsequently conducted. The categories proposed about reading difficulties are as follows: difficulties encountered in the act of reading, characteristic features of reading difficulty, misconceptions about reading difficulty, and the psychological dimension of reading difficulty. The categories proposed concerning writing difficulties are organized under the following headings: difficulties encountered in the act of writing, characteristic features of writing difficulty, misconceptions about writing difficulty, and the psychological dimension of writing difficulty. The categories of misconceptions about reading and writing difficulties were found to be particularly noteworthy. It was observed that teacher candidates either defined the concepts of reading and writing difficulties following their level of knowledge or exhibited misconceptions about these concepts.

 One of the most common academic challenges that educators may face is the difficulty some students experience with reading and writing. Students must be equipped with the necessary skills to overcome these challenges at the earliest formal education stage, namely basic education. It is therefore incumbent upon teacher candidates to cultivate an awareness of learning difficulties during their pre-service training. The research aims to examine the metaphors produced by prospective teachers, which can be considered indicators of their perceptions of reading and writing difficulties. The research study group comprises 170 teacher candidates enrolled at a state university. A form comprising open-ended questions was employed as a data collection instrument to elucidate the perceptions of prospective teachers regarding the specified concepts. The data set was then divided into categories, and a content analysis was subsequently conducted. The categories proposed about reading difficulties are as follows: difficulties encountered in the act of reading, characteristic features of reading difficulty, misconceptions about reading difficulty, and the psychological dimension of reading difficulty. The categories proposed concerning writing difficulties are organized under the following headings: difficulties encountered in the act of writing, characteristic features of writing difficulty, misconceptions about writing difficulty, and the psychological dimension of writing difficulty. The categories of misconceptions about reading and writing difficulties were found to be particularly noteworthy. It was observed that teacher candidates either defined the concepts of reading and writing difficulties following their level of knowledge or exhibited misconceptions about these concepts.

 One of the most common academic challenges that educators may face is the difficulty some students experience with reading and writing. Students must be equipped with the necessary skills to overcome these challenges at the earliest formal education stage, namely basic education. It is therefore incumbent upon teacher candidates to cultivate an awareness of learning difficulties during their pre-service training. The research aims to examine the metaphors produced by prospective teachers, which can be considered indicators of their perceptions of reading and writing difficulties. The research study group comprises 170 teacher candidates enrolled at a state university. A form comprising open-ended questions was employed as a data collection instrument to elucidate the perceptions of prospective teachers regarding the specified concepts. The data set was then divided into categories, and a content analysis was subsequently conducted. The categories proposed about reading difficulties are as follows: difficulties encountered in the act of reading, characteristic features of reading difficulty, misconceptions about reading difficulty, and the psychological dimension of reading difficulty. The categories proposed concerning writing difficulties are organized under the following headings: difficulties encountered in the act of writing, characteristic features of writing difficulty, misconceptions about writing difficulty, and the psychological dimension of writing difficulty. The categories of misconceptions about reading and writing difficulties were found to be particularly noteworthy. It was observed that teacher candidates either defined the concepts of reading and writing difficulties following their level of knowledge or exhibited misconceptions about these concepts.

 Okuma ve yazma güçlükleri, öğretmenlerin meslek yaşamında karşılaşabileceği akademik sorunlardan bazılarıdır. Öğrenciler bu zorlukların üstesinden gelebilecek en erken örgün eğitim aşamasında yani temel eğitimde gerekli becerilerle donatılmalıdır. Bu nedenle öğretmen adaylarının öğrenme güçlüklerine yönelik hizmet öncesi dönemde farkındalık geliştirmeleri oldukça önemlidir. Araştırmanın amacı öğretmen adaylarının okuma ve yazma güçlüklerine ilişkin algılarının göstergesi sayılabilecek ürettikleri metaforları incelemektir. Araştırmanın çalışma grubunu bir devlet üniversitesinde öğrenim gören 170 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının belirlenen kavramlara ilişkin algılarını ortaya çıkarmak amacıyla veri toplama aracı olarak açık uçlu sorulardan oluşan bir form kullanılmıştır. Elde edilen veriler kategorilere ayrılmış ve içerik analizi yapılmıştır. Okuma güçlüğüne ilişkin ortaya konulan kategoriler; okuma eyleminde karşılaşılan zorluklar, okuma güçlüğüne ilişkin karakteristik özellikler, okuma güçlüğü ile ilgili kavram yanılgıları, okuma güçlüğünün psikolojik boyutu kategorileri altında toplanmıştır. Yazma güçlüğüne ilişkin ortaya konulan kategoriler ise yazma eyleminde karşılaşılan zorluklar, yazma güçlüğüne ilişkin karakteristik özellikler, yazma güçlüğü ile ilgili kavram yanılgıları, yazma güçlüğünün psikolojik boyutu kategorileri altında toplanmıştır. Burada okuma ve yazma güçlüğü kavramlarına ilişkin oluşturulan kategorilerden en dikkat çekici olanları kavram yanılgıları kategorileri olarak bulunmuştur. Öğretmen adaylarının okuma ve yazma güçlüğü kavramlarına ilişkin ya sahip oldukları bilgi düzeyine göre tanımlama yaptıkları ya da bu kavramlara ilişkin kavram yanılgılarına sahip oldukları görülmüştür.

Makale detayları

Examining the Metaphors Produced by Primary School Teacher Candidates for Reading-Writing Difficulties

Yazarlar:

Emine Birgül Zelzele | Hacer Ulu Bilim

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 3, pp.855-874

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332414

pISSN:

2149-0767

reading difficulty

teacher candidates

writing difficultyokuma güçlüğü

öğretmen adayları

yazma güçlüğü

Sayı

Makale detayları

Examining the Metaphors Produced by Primary School Teacher Candidates for Reading-Writing Difficulties

Yazarlar: Emine Birgül Zelzele | Hacer Ulu Bilim

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi: Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 3, pp.855-874

Belge Tipi: Makale

Yayın Tarihi: 11/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001332414

pISSN: 2149-0767

reading difficulty

teacher candidates

writing difficultyokuma güçlüğü

öğretmen adayları

yazma güçlüğü

Sayı

Yazarlar:

Emine Birgül Zelzele | Hacer Ulu Bilim

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 3, pp.855-874

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332414

pISSN:

2149-0767