Writing Habits, Preferences, Attitudes and Faiths of Pre-service Teachers

Bekir KAYABAŞI, Ruhan KARADAĞ YILMAZ

Abstract


The aim of this study is to put forward the writing habits, preferences, attitudes and faiths of preservice teachers and to determine the reasons for the negative attitudes towards writing of pre-service teachers. The collective case study design is one of the qualitative research design was used in this study. Data were collected through open-ended interview forms developed by the researchers. Descriptive analysis technique was used in the analysis of research data. The participants of the study consisted of 195 pre-service teachers studying in the 1st and 4th grades. As a result of the study, it was revealed that pre-service teachers preferred to write with handwriting instead of computers and they thought that handwriting was easier than keyboard. Among the important results of the study that the pre service teachers do not have writing habits, and do not like writing. Whereas they think that writing important because of it provides emotional relief and personal freedom and it is permanent. The participants stated that they had difficulty writing because of lack of vocabulary, failure to select the appropriate expression, lack of creative thinking skills and inability to logical integrity in writing.


Keywords


Yazma öğretimi, Yazma becerisi, yazma alışkanlığı

Full Text:

PDF (Türkçe)

References


Ayyıldız, M. ve Bozkurt, Ü. (2006). Edebiyat ve kompozisyon eğitiminde karşılaşılan sorunlar. Türk Eğitim Bilim-leri Dergisi, 4 (1), 45-52.

Bağcı, H. (2007). Türkçe öğretmeni adaylarının yazılı anlatıma ve yazılı anlatım derslerine yönelik tutumlarının değerlendirilmesi. TÜBAR, 21, 29-61.

Baitinger, K. (2005). Engaging adult learners in the writing/ESL classroom. College Quarterly, 8(1).

Bartscher, M.A.,Lawler, K.E., Ramirez, A. J. & Schinault, K. S. (2001). Improving student's writing ability through journals and creative writing exercises. , (2018, Ağustos 16).

Bredan, A. (2013). Inheritance of poor writing habits. European Molecular Biology Organization, 14 (7), 593-596.

Brinkley, E. H. (1993). Passing on the joy of literacy: Students become writing teachers. In L.Patterson, C. M. Santa, K. G. Short, & K. Smith (Eds.), Teachers as researchers: Reflection and action (p. 210-219). Newark, DE: International Reading Association.

Cotrena, C., Branco, L. D., Cardoso, C.O., Wong, C. E. I. & Fonseca, R. P. (2016). The predictive impact of biolo-gical and sociocultural factors on executive processing: The role of age, education, and frequency of reading and wri-ting habits. Applied Neuropsychology: Adult, 23, 75–84.

Creme, P. (2000). Writing at University: A Guide For Students. Buckingham: Open University Press.

Dotson, V. M., Kitner-Triolo, M. H., Evans, M. K. & Zonderman, A. B. (2009). Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning. Journal of the International Neu-ropsychological Society, 15, 580–589.

Draper, M. C., Barksdale-Ladd, M. A. & Cogorno-Radencich, M. (2000). Reading and writing habits of preservice teachers. Reading Horizons, 40(3), 185-203.

Dungworth, N., Grimshaw, S., Mcknight, C., & Morris, A. (2004). Reading for pleasure?: A summary of the findings from a survey of the reading habits of year 5 pupils. New Review of Children’s Literature and Librarianship, 10(2), 169–188.

Eroğlu, Z. D. (2013). Öğretmen adaylarının okuma alışkanlıkları ile doğru yazma becerileri arasındaki ilişki. Tur-kish Studies, 8(9), 1441-1453.

Frank, C. R. (2003). Mapping our stories: teachers’ reflections on themselves as writers. Language Arts, 80(3), 185–195.

Gilholly, A. M. (1996). Reversing the traditional ESL sequence. (Ed: Bruce Leeds), Writing in a Second Language Insights from First and Second Language Teaching and Research, Longman.

Göçer, A. (2010). Türkçe öğretiminde yazma öğretimi. Uluslararası Sosyal Araştırmalar Dergisi, 3(12), 178-195.

Graham, S., MacArthur, C. A. & Fıtzgerald, J. (2007). Introduction. In G.

Steve, C. A. MacArthur, J. Fıtzgerald (Eds.), Best practices in writing instruction. solving problems in the teaching of literacy. New York, London: The Guildord Press.

Grainger, T., Goouch, K. & Lambirth, A. (2005). Creativity and Writing. Developing Voice and Verve in the Class-room. London and New York: Routledge Taylor and Francis Group.

Gündüz, O. ve Şimşek, T. (2011). Anlatma Teknikleri 2, Uygulamalı Yazma Eğitimi. Ankara: Grafiker Yayınları.

Güneş, F. (2007). Türkçe Öğretimi ve Zihinsel Yapılandırma. Ankara: Nobel Basımevi.

Huber, E. ve Uzun, L. (2001). Metin türü ve yazma edimi ilişkisi: bilimsel metin yazma edimi. Dilbilim Araştırma-ları, İstanbul: BÜ Yayınevi.

Jiracek, L. J. (2013). The Trend of the Pen: A Study of the Writing Attitudes and Habits of ISU Freshmen. Grattroots Writing Research Journal. The Illinois State University Writing Program Stevenson Hall 133. Printed by Stipes Publishing L.L.C., Champaign, Illinois.

Kaleli-Yılmaz, G. (2014). Durum çalışması. Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri (Ed. Mustafa Metin). Ankara: Pegem Akademi, 261-285.

Karadağ, R. ve Kayabaşı, B. (2013). “Neden yazı yazmıyoruz?”: Sınıf öğretmeni adaylarının yazmayı engelleyen etmenlere ilişkin görüşleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15, Sayı 1.

Kavcar, C. (1999). Edebiyat ve Eğitim. Ankara: Engin Yayınevi.

Kellogg, R. T. (1982). Writing habits and productivity in technical writing. Based on A Paper Presented at the Annual Meeting of the Psychonomic Society (Minneapolis, MN). , (2018, Eylül 12).

Koppenhaver, K. (2003). Disguise versus simulation. Journal of the National Association of Document Examiner, 26 (I), 12-18.

Lenhart, A. (2008). Teens and Their Writing Habits. (2018, Eylül, 3).

Lenhart, A., Arafeh, S. & Smith, A. (2008). Writing, technology and teens. Pew Internet & American Life Project.< https://files.eric.ed.gov/fulltext/ED524313.pdf>, (2018, Eylül, 3).

Lenhart, A., Hitlin, P. and Madden, M. (2005). Teens and Technology: Youth are Leading the Transition to a Fully Wired and Mobile Nation, Pew Internet & American Life Project, Washington, DC, July.

McKenna, M.C., Kear, D.J. & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A National Survey. Rea-ding Research Quarterly, 30, 4, 934–956.

Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. California: Sage Publications.

Mills, P. (2006). The Routledge Creative Writing Coursebook. London and New York: Routledge Taylor & Francis Group.

Morgan, M. K. J. (1921). Course of Study Handwriting. Issued by Administrative Department Colorado Springs Public Schools.

Morley, D. (2007). The Cambridge Introduction to Creative Writing. New York: Cambridge University Press.

Nielsen, S. M. & Tonette, R. S. (2002). Joining the Conversation: Graduate Students' Perceptions of Writing for Publication. Paper presented at the Annual Meeting of the Adult Education Research Conference (43rd, Raleigh, NC, May 24-26,2002). https://files.eric.ed.gov/fulltext/ED471830.pdf, (2018, Eylül, 3).

NCTE (2009). Writing in the 21st Century. , (2018, Eylül, 3).

Omar, A.. Miah, M. & Belmasrour. R. (2014). Effects of technology on writing. ınternational journal of science and applied information technology. International Journal of Science and Advanced Information Technology, 3 (2), March – April 2014, 59 – 70.

Özdemir, N. H. & Erdem, İ. (2011). Türkçe öğretmeni adaylarının yazma alışkanlıklarının bazı değişkenler açısın-dan incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 101-125.

Pajares. F. (2002). Academic Motivation of Adolescents. Charlotte, NC: Information Age Publishing.

Perin, S. (2007). Best Practices in Teaching Writing to Adolescents. Best Practices in Writing Instruction. In G. Steve, C. A. MacArthur, J. Fıtzgerald (Eds.), Best practices in writing instruction. solving problems in the teaching of literacy. New York, London: The Guildord Press.

Pressley, M., Mohan, L., Fingeret, L., Refffitt, K. & Raphael-Bogaert, L. (2007). Writing instruction in engaging and effective elementary settings. In G. Steve, C. A. MacArthur, J. Fıtzgerald (Eds.), Best practices in writing instruction. solving problems in the teaching of literacy. New York, London: The Guildord Press.

Pritchard, R. J. & Honeycutt, R. L. (2007). Best Practices in Implementing a Process Approach to Teaching Writing. Best Practices in Writing Instruction. In G. Steve, C. A. MacArthur, J. Fıtzgerald (Eds.), Best practices in writing inst-ruction. solving problems in the teaching of literacy. New York, London: The Guildord Press.

Purcell, K., Buchanan, J. & Friedrich, L. (2013). The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools. Pew Research Center, Internet & Technology Report. July, 16.

http://www.pewinternet.org/2013/07/16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/, (2018, Eylül 21).

Quadir, B. & Chen, N.S. (2015). The effects of reading and writing habits on learning performance in a blog learning environment. Asia-Pacific Edu Res, 24(4), 635–644.

Quadir, B. & Chen, N.S. (2015). The effects of reading and writing habits on blog adoption. Behaviour & Informa-tion Technology, 34(9), 893–901.

Relles, S. R. & Tierney, W. G. (2013). Understanding the writing habits of tomorrow’s students: Technology and college readiness. The Journal of Higher Education, 84(4), 477-505.

Rideout, V. J., Foehr, U.G. & Roberts, D. F. (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds: A Kaiser Family Foundation Study, Menlo Park, CA: The Henry J. Kaiser Family Foundation 17.

Saddler, B. (2007). Improving Sentence Construction Skills Through Sentence-Combining Practice. In G. Steve, C. A. MacArthur, J. Fıtzgerald (Eds.), Best practices in writing instruction. solving problems in the teaching of literacy. New York, London: The Guildord Press.

Saracaloğlu, A. S., Karasakaloğlu, N. ve Yenice, N. (2007). Öğretmen adaylarının problem çözme becerileri ile okuma ilgi ve alışkanlıkları arasındaki ilişki. VI. Ulusal Sınıf Öğretmenliği Sempozyumu, 27-29 Nisan 2007, 384–389.

Saracaloğlu, A.S., Yenice, N., Karasakaloğlu, N. (2006). Öğretmen adaylarının iletişim ve problem çözme becerileri ile okuma ilgi ve alışkanlıkları arasındaki ilişki. III. Uluslararası Öğretmen Yetiştirme Sempozyumu, Çanakkale.

Saracaloğlu, A. S., Bozkurt, N. ve O. Serin. (2003). Üniversite öğrencilerinin okuma ilgileri ve okuma alışkanlıklarını etkileyen faktörler. Eğitim Araştırmaları Dergisi, 4(12), 158.

Shonfeld, M. & Meishar-Tal , H. (2016). Writing and reading preferences for student learning in a paperless class-room. SITE 2016 - Savannah, GA, United States, March 21-26, 787-792.

Strain-Moritz, T. (2016). Perceptions of technology use and ıts effects on student writing. A Starred Paper Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree Master of Science in Curriculum and Development.

Street, C., & Stang, K. (2008). Improving the teaching of writing across the c-curriculum: a model for teaching in-service secondary teachers to write. Action in Teacher Education, 30(1), 37–49.

Susar-Kırmızı, F. (2009). Türkçe dersinde yaratıcı drama yöntemine dayalı yaratıcı yazma çalışmalarının yazmaya yönelik tutuma etkisi. [The effect of creative writing works based on creative drama method in Turkish language classes on attitude towards writing]. Yaratıcı Drama Dergisi, (2), 5, 159-177.

Tandy, M. & Howell, J. (2008). Creating Writers in the Primary Classroom Practical Approaches to Inspire Teachers and Their Pupils. London: Routledge.

Traweek, A. C. (2017). Integrating writing in the classics classroom. The Journal of Classics Teaching 18 (35), 26-30.

Trilling, B. and Fadel, C. (2009). 21st Century Skills, Learning for Life in Our Times. San Francisco, CA: John Wiley & Sons, 2009.

Torrance, M, Thomas, G. V. & Robinson, E. J. (1992). The writing experiences of social science research students. Studies in Higher Education, 17 (2), 155-167.

Tok, M., Rachim, S. ve Kuş, A. (2014). Yazma alışkanlığı kazanmış öğrencilerin yazma nedenlerinin incelenmesi. GEFAD/ GUJGEF, 34(2), 267-292.

Ülper, H. (2012). Taslak metinlere öğretmenler tarafından sunulan geribildirimlerin özellikleri. Eğitim ve Bilim, 37 (165), 121-136.

Yancey, K. B. (2009). A Call to Support 21st Century Writing. Urbana, IL: National Council of Teachers of English, (February 2009): 1-9. < http://www.ncte.org/library/NCTEFiles/Press/Yancey_final.pdf>, (2018, Eylül 20).

Yılmaz, B., Köse, E. ve Korkut, Ş. (2009). Hacettepe Üniversitesi ve Bilkent üniversitesi öğrencilerinin okuma alış-kanlıkları üzerine bir araştırma. Türk Kütüphaneciliği, 23, 1.


Refbacks

  • There are currently no refbacks.


indexed by TR-DİZİN, DOAJ, SOBİAD

 


Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.