Critical Thinking Tendencies, Teaching Competencies and Implementation Levels Of Turkish Language Teachers

Mustafa Koç

Makale detayları

Critical Thinking Tendencies, Teaching Competencies and Implementation Levels Of Turkish Language Teachers

Yazarlar:

Mustafa Koç

Yayıncı:

Isparta University of Applied Sciences

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

SDU International Journal of Educational Studies Vol.11 Issue 2, pp.66-83

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332727

pISSN:

2148-9068

Anahtar kelimeler:

Özet:

 The purpose of this study is to reveal the relationship between secondary school Turkish language teachers critical thinking tendencies, critical thinking teaching competencies and critical thinking implementation levels in their teaching. The study was designed with the correlational research model within the context of quantitative research approaches. Participants included 112 Turkish language teachers working in public and private secondary schools in various parts of Türkiye during the Fall semester of 2023-2024 academic year. Data were collected through a questionnaire form made up of a personal information form and related scales obtained from the literature. As a result, it was found that the participants critical thinking tendencies, teaching competencies and implementation levels were high and positively correlated with each other at medium and high levels. No significant difference was found in critical thinking tendencies across gender, seniority and education received about critical thinking. Moreover, while there was no significant difference in critical thinking teaching competencies and implementation levels across seniority and received about critical thinking, significant differences were found in favor of female teachers in critical thinking teaching competencies and teaching environment dimension of the implementation levels.

 The purpose of this study is to reveal the relationship between secondary school Turkish language teachers critical thinking tendencies, critical thinking teaching competencies and critical thinking implementation levels in their teaching. The study was designed with the correlational research model within the context of quantitative research approaches. Participants included 112 Turkish language teachers working in public and private secondary schools in various parts of Türkiye during the Fall semester of 2023-2024 academic year. Data were collected through a questionnaire form made up of a personal information form and related scales obtained from the literature. As a result, it was found that the participants critical thinking tendencies, teaching competencies and implementation levels were high and positively correlated with each other at medium and high levels. No significant difference was found in critical thinking tendencies across gender, seniority and education received about critical thinking. Moreover, while there was no significant difference in critical thinking teaching competencies and implementation levels across seniority and received about critical thinking, significant differences were found in favor of female teachers in critical thinking teaching competencies and teaching environment dimension of the implementation levels.

 The purpose of this study is to reveal the relationship between secondary school Turkish language teachers critical thinking tendencies, critical thinking teaching competencies and critical thinking implementation levels in their teaching. The study was designed with the correlational research model within the context of quantitative research approaches. Participants included 112 Turkish language teachers working in public and private secondary schools in various parts of Türkiye during the Fall semester of 2023-2024 academic year. Data were collected through a questionnaire form made up of a personal information form and related scales obtained from the literature. As a result, it was found that the participants critical thinking tendencies, teaching competencies and implementation levels were high and positively correlated with each other at medium and high levels. No significant difference was found in critical thinking tendencies across gender, seniority and education received about critical thinking. Moreover, while there was no significant difference in critical thinking teaching competencies and implementation levels across seniority and received about critical thinking, significant differences were found in favor of female teachers in critical thinking teaching competencies and teaching environment dimension of the implementation levels.

 Bu çalışmanın amacı ortaokullarda görev yapan Türkçe öğretmenlerinin eleştirel düşünme eğilimleri, öğretim yeterlikleri ve bu yönde öğretim uygulama düzeyleri arasındaki ilişkiyi ortaya çıkarmaktır. Çalışma nicel araştırma yöntemlerinden biri olan korelasyonel model ilişkisel tarama modeli ile desenlenmiştir. Araştırmanın çalışma grubunu 2023-2024 eğitim-öğretim yılı güz döneminde Türkiyenin çeşitli yerlerindeki kamuya bağlı ve özel okullarda görev yapan ve araştırmaya gönüllü olarak katılmayı kabul eden 112 öğretmen oluşturmuştur. Veriler kişisel bilgi formu ve alanyazından elde edilmiş ölçeklerden oluşturulmuş anket formu ile toplanmıştır. Araştırma sonucunda katılımcıların eleştirel düşünme eğilimleri, öğretim yeterlikleri ve uygulama düzeylerinin yüksek olduğu ve birbirleriyle pozitif yönde orta ve yüksek düzeyde anlamlı ilişkili olduğu görülmüştür. Eleştirel düşünme eğilim düzeylerinde cinsiyete, kıdeme ve eleştirel düşünme hakkında eğitim alma durumuna göre anlamlı farklılık bulunamamıştır. Ayrıca eleştirel düşünme öğretimi yeterlik düzeyinde ve eleştirel düşünme uygulama ölçeği puanlarında kıdem ve eleştirel düşünme hakkında eğitim alma durumuna göre anlamlı bir fark bulunmazken eleştirel düşünme öğretim yeterlik düzeyinde ve uygulama düzeyi ölçeğinin öğretim ortamı boyutunda kadın öğretmenler lehine anlamlı farklılıklar tespit edilmiştir.

Makale detayları

Critical Thinking Tendencies, Teaching Competencies and Implementation Levels Of Turkish Language Teachers

Yazarlar:

Mustafa Koç

Yayıncı:

Isparta University of Applied Sciences

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

SDU International Journal of Educational Studies Vol.11 Issue 2, pp.66-83

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332727

pISSN:

2148-9068

Critical thinking

Tendency

Teaching competency

Implementation level

Turkish language teachersEleştirel düşünme

Eğilim

Öğretim yeterliği

Uygulama düzeyi

Türkçe öğretmenleri

Sayı

Makale detayları

Yazarlar: Mustafa Koç

Yayıncı: Isparta University of Applied Sciences

Ana Başlıklar: Türkçe Eğitimi

Dergi: SDU International Journal of Educational Studies Vol.11 Issue 2, pp.66-83

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001332727

pISSN: 2148-9068

Sayı

Yazarlar:

Mustafa Koç

Yayıncı:

Isparta University of Applied Sciences

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

SDU International Journal of Educational Studies Vol.11 Issue 2, pp.66-83

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332727

pISSN:

2148-9068