Turkish Teachers Candidates’ Knowledge Levels on the Difference Between Story, Short Story, and Digital Story

Aysun Eroğlu

Makale detayları

Turkish Teachers Candidates’ Knowledge Levels on the Difference Between Story, Short Story, and Digital Story

Yazarlar:

Aysun Eroğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1288-1305

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355658

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The aim of this study is to seek into the Turkish teachers candidates knowledge levels on the difference between story, short story and digital story. In this study, phenomenology, one of the qualitative methods, was used. The study group of the research consisted of 44 29 female and 15 male Turkish teacher candidates studying in the 3rd grade in the Department of Turkish Education of Sinop University Faculty of Education in the 2023-2024 academic year. The knowledge level form prepared for the participants was used as the data collection tool. The data was collected via GoogleDocs and transferred to Excel. Content analysis was used. Thus, codes formed by the participant definitions were created. For the validity and reliability of the study, the researcher held a review meeting with two field experts. The researcher shared the categories with the experts by explaining verbally describing all the process and results and listened to the opinions of the experts. In the meeting process, the researcher took notes from the experts and answered the questions they were curious about. When analyzing the data, the definitions created by using the literature were taken into consideration. As a result of the research, it was determined that there were 35 different codes and 152 repetitions in the story definitions; 29 different codes and 95 repetitions in the short story definitions; 25 different codes and 153 repetitions in the digital story definitions of Turkish teacher candidates.

 The aim of this study is to seek into the Turkish teachers candidates knowledge levels on the difference between story, short story and digital story. In this study, phenomenology, one of the qualitative methods, was used. The study group of the research consisted of 44 29 female and 15 male Turkish teacher candidates studying in the 3rd grade in the Department of Turkish Education of Sinop University Faculty of Education in the 2023-2024 academic year. The knowledge level form prepared for the participants was used as the data collection tool. The data was collected via GoogleDocs and transferred to Excel. Content analysis was used. Thus, codes formed by the participant definitions were created. For the validity and reliability of the study, the researcher held a review meeting with two field experts. The researcher shared the categories with the experts by explaining verbally describing all the process and results and listened to the opinions of the experts. In the meeting process, the researcher took notes from the experts and answered the questions they were curious about. When analyzing the data, the definitions created by using the literature were taken into consideration. As a result of the research, it was determined that there were 35 different codes and 152 repetitions in the story definitions; 29 different codes and 95 repetitions in the short story definitions; 25 different codes and 153 repetitions in the digital story definitions of Turkish teacher candidates.

 The aim of this study is to seek into the Turkish teachers candidates knowledge levels on the difference between story, short story and digital story. In this study, phenomenology, one of the qualitative methods, was used. The study group of the research consisted of 44 29 female and 15 male Turkish teacher candidates studying in the 3rd grade in the Department of Turkish Education of Sinop University Faculty of Education in the 2023-2024 academic year. The knowledge level form prepared for the participants was used as the data collection tool. The data was collected via GoogleDocs and transferred to Excel. Content analysis was used. Thus, codes formed by the participant definitions were created. For the validity and reliability of the study, the researcher held a review meeting with two field experts. The researcher shared the categories with the experts by explaining verbally describing all the process and results and listened to the opinions of the experts. In the meeting process, the researcher took notes from the experts and answered the questions they were curious about. When analyzing the data, the definitions created by using the literature were taken into consideration. As a result of the research, it was determined that there were 35 different codes and 152 repetitions in the story definitions; 29 different codes and 95 repetitions in the short story definitions; 25 different codes and 153 repetitions in the digital story definitions of Turkish teacher candidates.

 Bu çalışmanın amacı, Türkçe öğretmeni adaylarının hikâye, kısa hikâye ve dijital hikâye kavramlarının farkına ilişkin bilgi düzeylerini ortaya çıkarmaktır. Buna bağlı olarak nitel yöntemlerinden olgu bilim kullanılmıştır. Araştırmaya ait çalışma grubu, 2023-2024 eğitim-öğretim yılında Türkiyenin Karadeniz Bölgesinde yer alan bir devlet üniversitesinin Eğitim Fakültesi Türkçe Eğitimi Ana Bilim Dalında 3. sınıfta öğrenim gören 44 29 kadın 15 erkek Türkçe öğretmen adaylarından oluşmaktadır. Veri toplama aracı olarak katılımcılar için hazırlanan bilgi düzeyi formu kullanılmıştır. Veriler, GoogleDocs aracılığıyla toplanmış ve Excele aktarılmıştır. Verileri analiz etmek için içerik analizine başvurulmuştur. Böylece katılımcı tanımlarından yola çıkarak kodlar oluşturulmuştur. Çalışmanın geçerlik ve güvenirliği için araştırmacı iki alan uzmanı ile birlikte bir inceleme toplantısı gerçekleştirmiştir. Araştırmacı, tüm süreci ve sonuçları uzmanlara sözel olarak anlatarak kategorize ettiği verileri uzmanlarla paylaşmış ve uzmanların görüşlerini dinlemiştir. Toplantı sürecinde; araştırmacı, uzmanlardan gelen önerileri not almış ve süreç ile ilgili merak ettikleri soruları cevaplamıştır. Bununla birlikte veriler analiz edilirken alanyazından faydalanılarak oluşturulan tanımlar dikkate alınmış ve analizler bu tanımlar çerçevesinde değerlendirilmiştir. Araştırma sonucunda, Türkçe öğretmeni adaylarının hikâye kavramına ilişkin tanımlarında 35 farklı kod ve 152 tekrar; kısa hikâye kavramına ilişkin tanımlarında 29 farklı kod ve 95 tekrar; dijital hikâye kavramına ilişkin tanımlarında 25 farklı kod ve 153 tekrar olduğu bulunmuştur.

Makale detayları

Turkish Teachers Candidates’ Knowledge Levels on the Difference Between Story, Short Story, and Digital Story

Yazarlar:

Aysun Eroğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1288-1305

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355658

pISSN:

2459-1912

Turkish teacher candidates

Story

Short story

Digital storyTürkçe öğretmeni adayları

Hikâye

Kısa hikâye

Dijital hikâye

Sayı

Makale detayları

Yazarlar: Aysun Eroğlu

Yayıncı: Gazi University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1288-1305

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001355658

pISSN: 2459-1912

Sayı

Yazarlar:

Aysun Eroğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1288-1305

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355658

pISSN:

2459-1912