The Problems Faced in Primary-level Reading and Writing Teaching to Students whose Mother Tongue is not Turkish

Hamdi Karaman; Ömer Yılar

Makale detayları

The Problems Faced in Primary-level Reading and Writing Teaching to Students whose Mother Tongue is not Turkish

Yazarlar:

Hamdi Karaman | Ömer Yılar

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1504-1526

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331818

pISSN:

1302-1265

Anahtar kelimeler:

Özet:

 The study had a quantitative design and aimed to evaluate the problems faced in primary reading and writing teaching to students whose mother tongue is not Turkish from the perspectives of teachers. The general survey model, which is one of the quantitative study methods, was used in the study. A total of 205 classroom teachers participated in the study. Classroom teachers were selected from those who had taught first grade at least once. The scale of problems faced in teaching primary reading and writing to primary school students whose mother tongue is not Turkish was used in the study. The obtained data were analyzed by using the SPSS 24 package program. According to the findings, teachers who had low professional seniority in some stages of the primary literacy teaching process faced more problems than teachers with higher professional seniority, teachers who did not know the mother tongue of the student when compared to the teachers who knew the students mother tongue, and teachers who taught first grade once compared to teachers who taught it three times. Also, according to the scale, classroom teachers faced various problems at all stages of primary reading and writing teaching.

 The study had a quantitative design and aimed to evaluate the problems faced in primary reading and writing teaching to students whose mother tongue is not Turkish from the perspectives of teachers. The general survey model, which is one of the quantitative study methods, was used in the study. A total of 205 classroom teachers participated in the study. Classroom teachers were selected from those who had taught first grade at least once. The scale of problems faced in teaching primary reading and writing to primary school students whose mother tongue is not Turkish was used in the study. The obtained data were analyzed by using the SPSS 24 package program. According to the findings, teachers who had low professional seniority in some stages of the primary literacy teaching process faced more problems than teachers with higher professional seniority, teachers who did not know the mother tongue of the student when compared to the teachers who knew the students mother tongue, and teachers who taught first grade once compared to teachers who taught it three times. Also, according to the scale, classroom teachers faced various problems at all stages of primary reading and writing teaching.

 The study had a quantitative design and aimed to evaluate the problems faced in primary reading and writing teaching to students whose mother tongue is not Turkish from the perspectives of teachers. The general survey model, which is one of the quantitative study methods, was used in the study. A total of 205 classroom teachers participated in the study. Classroom teachers were selected from those who had taught first grade at least once. The scale of problems faced in teaching primary reading and writing to primary school students whose mother tongue is not Turkish was used in the study. The obtained data were analyzed by using the SPSS 24 package program. According to the findings, teachers who had low professional seniority in some stages of the primary literacy teaching process faced more problems than teachers with higher professional seniority, teachers who did not know the mother tongue of the student when compared to the teachers who knew the students mother tongue, and teachers who taught first grade once compared to teachers who taught it three times. Also, according to the scale, classroom teachers faced various problems at all stages of primary reading and writing teaching.

 Bu çalışma ana dili Türkçe olmayan öğrencilere ilkokuma yazma öğretiminde karşılaşılan sorunları öğretmenlerin bakış açılarına değerlendirmeyi amaçlayan nicel bir çalışmadır. Çalışmada nicel araştırma yöntemlerinden genel tarama modeli kullanılmıştır. Çalışmaya 205 sınıf öğretmeni katılmıştır. Sınıf öğretmenleri en az bir kere birinci sınıf okutmuş öğretmenlerden seçilmiştir. Çalışmada ana dili Türkçe olmayan ilkokul öğrencilerine ilkokuma yazma öğretiminde karşılaşılan sorunlar ölçeği kullanılmıştır. Elde edilen veriler SPSS 24 paket programı programı kullanılarak analiz edilmiştir. Elde edilen bulgulara göre ilkokuma yazma öğretimi sürecinin bazı aşamalarında mesleki kıdemi düşük öğretmenler mesleki kıdemi yüksek öğretmenlere göre, öğrencinin ana dilini bilmeyen öğretmenler bilen öğretmenlere göre ve bir defa birinci sınıf okutmuş öğretmenler üç defa okutmuş öğretmenlere göre daha fazla sorunla karşılaşmışlardır. Ayrıca ölçeğe göre sınıf öğretmenleri ilkokuma yazma öğretiminin bütün aşamalarında çeşitli sorunlarla karşılaşmaktadırlar. Bu sonuçlara göre özellikle okul öncesi eğitime verilen değerin artırılmasının ve ailelerin bilinçlendirilmesinin önemi ifade edilmiştir.

Makale detayları

The Problems Faced in Primary-level Reading and Writing Teaching to Students whose Mother Tongue is not Turkish

Yazarlar:

Hamdi Karaman | Ömer Yılar

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1504-1526

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331818

pISSN:

1302-1265

Mother tongue,

Turkish,

Primary reading and writing teaching

Classroom teacher

Primary SchoolAna dil,

Türkçe,

İlkokuma yazma Öğretimi

Sınıf Öğretmeni

İlkokul

Sayı

Makale detayları

Yazarlar: Hamdi Karaman | Ömer Yılar

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1504-1526

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001331818

pISSN: 1302-1265

Sayı

Yazarlar:

Hamdi Karaman | Ömer Yılar

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1504-1526

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331818

pISSN:

1302-1265