Mustafa Ulusoy

This study investigates how participants from the Primary School Teacher Education Department generate metaphors to describe primary school students and teachers at the beginning (n = 105) and end of their studies to become primary school teachers at the Faculty of Education (n = 89) and during the fourth year of their careers as in-service teachers (n = 30). The results showed that the participants generated mostly teacher-centered and behaviorist metaphors during these three waves. Accordingly, this longitudinal metaphor study provides teacher educators with important information about the changes in the beliefs of pre-service teachers and their professional development.

The goals of this formative experiment were to help pre-service teachers (PSTs) create children’s literature-related original digital stories (DSs) and use these DSs to receive elementary school students’ and in-service teachers’ reflections. In this study, the Technological Pedagogical Content Knowledge (TPACK) framework was used. In total, 71 PSTs, 544 elementary school students, and 21 in-service teachers participated in the study. The results revealed that the PSTs wrote original stories
that were mostly from their own personal experiences, drew illustrations, used their own voices by following the prosodic speaking rules, and, finally, created original DSs to convey to the students
important didactic or informative messages. The digital storytelling creation process improved the PSTs’ children’s literature-related TPACK knowledge and practices. In this study, the majority of the
PSTs tried to create parallel DS, which means that the pictures, texts, and recorded verbal messages told the same story for the same setting. In addition, the majority of the students gave viewer/readercentered
oral responses to the DSs. The results also showed that the PSTs, in-service teachers, and students had positive reflections about the DSs. These results confirmed that the goals of this formative experiment were achieved.

This study aimed to evaluate the Pre-service Teachers' (PSTs') field experience-related perceptions and the qualities of their written reflections. Two thousand four hundred journal entries written by 75 teacher candidates were analyzed to classify their qualities. In addition, semi-structured interviews were conducted with all of the subjects. The results showed that the largest proportion of the written entries was classified as technical. Only a small percentage of the subjects reached the highest level of reflection called as transformative. During the field experiences, the PSTs had mainly self, cooperating teachers, and student-related issues and perceptions. At the end of the field experiences, they recommended to start the practicum courses from the first year of the faculty and to increase the weekly hours of these courses. It is important to note that the PSTs need additional knowledge and practices about the reflection, reflective writing, and the qualities of reflection.

The goals of this formative experiment study were threefold: (a) to teach the story/visual elements and characteristics of picturebooks to pre-service teachers (PSTs) from the classroom teacher education department and to help them use these elements in their activities with elementary school students, (b) to enable the PSTs to create original self-published picturebooks (SPPBs), and (c) to receive the elementary school teachers'and students' opinions about and responses to these SPPBs. In total, 299 PSTs created 191 SPPBs and received responses to these books from165 in-service teachers and 2,132 students. The results revealed that a majority of the PSTs used parallel storytelling for Grades 1-2 and interdependent storytelling for Grades 3-4. The students were fascinated by the SPPBs, and they paid special attention to the SPPBs when they heard that these books were created by the PSTs. It can be concluded that because of this formative experiment, the PSTs were transformed into authors, illustrators, and publishers of picturebooks.

The purpose of this research, which is designed as a formative experiment, is to increase second graders' reading comprehension, written responses and oral retelling scores. Twenty-two second grade students from a primary school in Ankara, their teacher, and 6 pre-service teachers (PSTs) participated in this study.The study lasted eight weeks. First week pre-test, and eighth week post-test data were collected. The pre-and-posttest data of the study were collected by using picturebooks written by a professional author. Between the second and seventh weeks, self-published picturebooks (SPPBs) created by the PSTs were used.In this study, the students' achievement in the comprehension questions (story maps), written responses, and oral retellings were measured. Their reading interests were also surveyed. In addition, semi-structured and unstructured interviews were conducted with the PSTs, students, and the classroom teacher.When the pre-and-post-test results of the first and eighth weeks were compared, it was seen that there were significant differences in the students' story map and written response scores, and they could increase their scores. Between the second and seventh weeks, the SPPBs created by the PSTs were used and the results showed that there was a linear and significant increase in the students' comprehension and written response scores. Increases in students' reading interest have also been observed at the end of the intervention. The oral retelling skills of the four students were measured for eight weeks and it was seen that the students increased their scores linearly. The interviews with the students revealed that they had an intense interest in the picturebooks and they had a desire to be a picturebook author. The empirical results obtained from this research showed that the picturebooks created by the PSTs were liked by the students and that these books could be used as instructional materials to improve their reading, writing, and responses.

ÖZ Bu çalışmada, ulusal literatürde eksikliği hissedilen, okur tepkilerini de kapsayacak şekilde öğrencilerin Türkçe hikâyeleri anlatma becerilerini değerlendirmek isteyen öğretmenler ve araştırmacılar için, bir gözlem formu geliştirip, öğrencilerin anlama ve anlatma puanlarının yapılan altı farklı uygulama boyunca nasıl değiştiğinin belirlenmesi amaçlanmıştır. Araştırmaya 2016-2017 öğretim yılında Ankara ili Yenimahalle ilçesinde iki farklı ilkokulda öğrenim gören ve öğretmenleri tarafından öğretimsel okuma seviyesinde oldukları belirtilen 6 ikinci sınıf öğrencisi katılmıştır. Çalışmada altı resimli çocuk kitabı kullanılmıştır. Kitaplar sahip oldukları T-Birim sayılarına göre en azdan en fazlaya doğru sıralanmış ve öğrenciler bu sırayı takip ederek kitapları okumuşlardır. Araştırma sürecinde her öğrenciyle bireysel olarak çalışılmıştır. Öğrencilerin kitapları sessizce okumalarının ardından sözel olarak anlatım aşamasına geçilmiştir. Öğrencilerin anlatımları kaydedilmiş ve anlatımları sırasında bu araştırma kapsamında geliştirilen "Sözel Anlatımlar ve Tepkileri Gözlem Formu" kullanılmıştır. Öğrenciler her hafta bir kitap olmak üzere aynı hafta aynı kitabı bireysel olarak okumuşlar ve toplamda veri toplama süreci 6 hafta sürmüştür. Öğrencilerin Sözel Anlatımlar ve Tepkileri Gözlem Formundan aldıkları toplam puanlar haftalara göre incelendiğinde, kitaplardaki T-Birim sayısının her hafta yükselmesine rağmen öğrencilerin birinci haftadaki puanlarını minimum 13 ve maksimum 16 puan yükseltmeyi başardıkları görülmüştür. Sözlü anlatımlardaki T-Birimlerin kitaplardaki T-Birim sayısına oranı açısından birinci ve altıncı haftalardaki puanlar incelendiğinde öğrencilerin puanlarını minimum %10.4 ve maksimum %36.1 oranında yükselttikleri belirlenmiştir. Bu çalışmada sözlü anlatımla ilgili rehberlik çalışması yapılamamasına rağmen altı haftalık bir uygulama sonucunda öğrencilerin tamamının anlatım becerilerinde artışlar olduğu gözlenmiştir. Anahtar Kelimeler: Sözlü anlatım, resimli kitap, tepki, okuma. ABSTRACT In this study, it is aimed to develop an observation form including reading responses to assess students' oral retelling of picturebooks and to determine how students' oral retelling and comprehension skills would change during six different practice sessions. It is expected that this form will fill the gap in Turkish literature and help teachers and researchers to observe students' comprehension and retelling of stories. Six second grade students who are diagnosed as instructional level readers by their teachers selected from two different schools in the district of Yenimahalle, Ankara participated in the study in academic year of 2016-2017. In this study, six picturebooks were used. The picturebooks were ranked from the lowest numbered T-Units to highest numbered T-Units and students followed this sequence to read them. After students read the picturebooks individually and silently, the retelling part of the study started. Students' retellings were recorded and these retellings were assessed by using the "Oral Retelling and Response Observation Form" which was developed for this study. All students read one and the same picturebook in each week. The data collection process took six weeks. Even though the number of T-Units of picturebooks increased in each week, students could increase their oral retelling and response total scores minimum 13 and maximum 16 points from first to sixth weeks. The ratio of the number of T-Units in students' retellings to the number of total T-units in each picturebook showed that students increased their percentage scores minimum 10.4% and maximum 36.1%. The results of this study showed that even though there was no guidance about oral retelling, all students could increase their retelling scores as a result of six practice sessions. Giriş Hikâye edici metinlerin, öğrencilerin kelime hazinesi, hayal gücü, akıcı okuma ve anlama yeteneklerine olumlu katkılar sağlama potansiyelleri bulunmaktadır. Öğrencilerin okuduklarını veya dinlediklerini ne oranda anladıklarını belirlemede kullanılan en önemli yöntemlerden biri de anladıklarını (sözel, yazılı, resimler yoluyla, vb.) anlatmalarıdır. Morrow'a (1986) göre, hikâyeleri anlatma, anlamayı test etmede bir öğretim stratejisi ve değerlendirme aracı olarak kullanılabilmekte ve bu anlatımlar sayesinde okurun hikâyenin farklı bölümleri arasında bağlantılar kurması ve sözel dili kullanarak okuma sürecine aktif şekilde katılması mümkün olmaktadır.

Mustafa ULUSOYI özet: Bu araştrrmanrn temel amact ilköğretim beşinci sınıf öğrencilerinin intemet ortamrnda bilgiye ulagma, ula$tlkla bilgileri analiz etme, verilen somlara cevaplar bulabilme ve ulaqtrklan bi)gileri intemet ortamtnda paylagabilme yetcneklerini beiirlemektir QahSmanrn dmeklemjni amaqL olarak scgilen 6 beqinci srnrf dgrencisi oluStunnugtur. olrenciler ara;ttmacl tarafindan belirienen 9 sorul,u intemeti kullanarak cevaplamaya gah$m1$trr Ofrencilerden gcizlem formu, sesli dii$iinme proscdiin], yan yaprlandrr:lmtg gdrti$me ve ara$hnnact tarafindan altnan notlar yardrmtyla veriler toplanmlg ve verilerin analizinde ana tema ve sorunlann belirlenmesi amaglamntgtrt Aragtrnna sonuglar OErencilerin yeni okur-yazarllk davrantgiannr uygulama diizeylerinin okul ba$anlarlnt yansttacak gekilde dogrusal olmadl# sonucunu ortaya qtkmrgtlr. Buna ek olarak, ddrt dErencinin cevaplanntn yetersiz oldu!u, ciimlelerinde anlamsai bozukluklann ve tutarstzltkla n bulundugu gdriilmii$tiir Anahtar Kelimeler: yeni okur-yazarlrk, stratejiler, uygulama. Abstracti The main purpose of this study is to evaluate fifth graders use of the skills such as locating, evaluating, answering, and communicating the infonnation. [n this study, 6 fifth grade students were purposefully selected. The author of this study prepared 9 questions and requested students to answer them by using the Intemet. The data ofthis study was gathered by using observation form, think_aloud procedure, semr_ structured interviews, and observation notes. In analyzing the data, main thelnes and issues were determifled. The results of the study illustrated that there were no linear relatiollship between students, school achievement and their use of new literacies skills. In addition, the results showed that 4 students gave very weak responses to thc questions. Their answers included many semantic orors and inconsistencies.

Özet Bu çalışmada sınıf öğretmeni adaylarının "ideal sınıf öğretmeni" hakkındaki görüşleri ve kendi mesleki yeterlikleri ile ilgili değerlendirmelerinin araştırılması amaçlanmıştır. Tarama modelinde olan çalışmada açık uçlu sorularla toplanan veriler betimsel analiz yöntemiyle analiz edilmiştir. Araştırmanın çalışma grubunu Ankara'da bulunan bir devlet üniversitesinin Sınıf Öğretmenliği Eğitimi Anabilim Dalı'nda öğrenim gören ve mezun olmak üzere olan 234 4.sınıf öğretmen adayı oluşturmaktadır. Öğretmen adayları, "çocuk sevgisine sahip olma" ve "meslek sevgisine sahip olmanın" ideal öğretmenlerde bulunması gereken en önemli özellikler olduğunu ifade etmişlerdir. Katılımcıların % 26.5'i "düzenli olarak gazete, dergi ve kitap okumanın" ideal öğretmenlerde bulunması gereken en önemli genel kültür yeterliği olduğunu belirtmişlerdir. Katılımcıların % 85'i çocukları seviyor olmalarının kendilerinde bulunan en önemli mesleki yeterlik ve mesleki anlamda tecrübesiz olmalarının ise kendilerinde bulunan en önemli mesleki yetersizlik olduğunu belirtmişlerdir. İleride yapılacak olan araştırmalarda mesleğinin ilk yılında çalışan öğretmenlerin ideal öğretmen kavramı ve kendilerinin yeterlikleri-yetersizlikleri ile ilgili görüşlerinin alınmasının literatüre ve öğretmen eğitimcilerine önemli katkılar sağlayacağı düşünülmektedir.

ÖZET Bu araştırmanın temel amacı öğretmen adaylarının sesli okuma kayıtlarının prozodik özellikler açısından değerlendirilmesidir. Buna ek olarak, öğretmen adaylarının, arkadaşlarının yaptıkları kayıtlar ve prozodi ölçeğindeki maddeler ile ilgili görüşlerinin alınması da amaçlanmıştır. Bu çalışmada 130 öğretmen adayı, 185 sesli okuma kaydı yapmıştır. Katılımcılar 75-1194 arasında değişen kelime sayılarındaki metinleri okumuşlardır. Kadın öğretmen adayları prozodi ölçeğinden daha yüksek aritmetik puanlar almışlar ve bu durum, yaptıkları sesli okuma kayıtlarının daha iyi prozodik özellikler taşıması ile açıklanmıştır. ABSTRACT The main purpose of this study was to assess the prosodic features of teacher candidates' recorded oral readings. In addition, the second purpose was to learn the pre-service teachers' perceptions about their classmates' oral readings and to learn their opinions about the prosody items included in the scale. 130 pre-service teachers participated in this study, and they made 185 recordings. Participants read the passages ranged from 75 to 1194 words-long. Female teacher candidates had higher arithmetic means in prosody scale, which meant that their oral readings had better prosodic features.

Öz Bu araştırmanın amacı, sınıf öğretmeni adaylarının, akıcı okumanın nasıl öğretileceği ve değerlendirileceği ile ilgili algılarını belirlemektir. Bu amaç doğrultusunda 180 sınıf öğretmeni adayından 4 adet açık uçlu sorudan oluşan anketler yardımıyla veriler toplanmıştır. Anketler nitel olarak analiz edilmiş ve bazı soruların frekansları hesaplanmıştır. Araştırma bulguları, en fazla sayıda öğretmen adayının akıcı okumayı, imla ve noktalama kurallarına dikkat ederek yapılan ve anlama ile sonuçlanan bir süreç olarak gördüğünü ortaya çıkarmıştır. Öğrenciler için model olma davranışının, akıcı okumanın öğretiminde ve öğretmenlerden beklenen yeterliklerde, katılımcılar tarafından en fazla yazılan ifadeler olduğu ortaya çıkmıştır. Öğretmen adaylarının çoğunluğu akıcı okumanın değerlendirilmesinde yanlış analizi envanterinin kullanılması, hız ve doğru okuma oranının hesaplanması, anlamayı ölçen soru-cevap yönteminin kullanılması ve sesli okumaların kulağa hoş gelme düzeyinin tespiti şeklinde sadece bir yöntemi esas alan değerlendirmelerin uygun olduğunu belirtmişlerdir. Anahtar Kelimeler: Akıcı okuma, öğretmen adayları, algı ve görüşler Abstract The purpose of this study was to investigate teacher candidates' perceptions about how to teach and assess fluent reading. To this end, the data was collected from 180 candidates by using a survey consisting of 5 open-ended questions. The data was analyzed by using qualitative techniques and frequency analysis. Most of the teacher candidates believed that fluent reading should be done by considering spelling and punctuation, and the process should result in comprehension. The results also showed that being a model was the most indicated item in the sections as how to teach fluent reading and the competencies expected from the classroom teachers. Most of the candidates favored single assessment technique in assessing fluent reading. These techniques were running records, counting speed and correct reading rate, assessing comprehension by using questions, and assessing the euphony of reading.

Th e main purpose of this study is to determine the listening ability levels of Internet Radio programs. One hundred and fi ft y-eight students from Ankara were selected to participate in the research. Th ey were in the sixth, seventh, and eighth grades. Data was gathered using Auditory Cloze Tests (ACTs) and focus group interviews. Error analyses were used to determine the possible strategies students employed while they were fi lling in the ACT blanks. Th e analyses of the ACTs revealed that the students of the sixth grade listened to the radio programs at the instructional level. Th e students of the seventh and eighth grades, on the other hand, listened to the programs at their frustration level. Large percentages of nonsense replacements and small percentages of synonym and semantic replacements indicated that the students could not grasp the meaning and could not fi nd the necessary contextual clues to replace the deleted words. Th e interview results revealed that the students found the characters' speech too fast, and the programs content overloaded with supporting details, names, and dates.

ÖZ. Bu araştırmanın amacı, ilkokul 2. sınıf öğrencilerinin seçilen iki resimli çocuk kitabına yönelik tepkilerini belirlemektir. Araştırmada 2. sınıf öğrencilerinin metin merkezli ve okur merkezli yazılı cevapları ve bu yazılı cevapların dağılımının analiz edilmesi amaçlanmıştır. Araştırmaya amaçlı örneklem yöntemiyle seçilen iki okuldan 60 öğrenci katılmıştır. Araştırma sonuçlarına göre 2. sınıf öğrencilerinin okur-merkezli yazılı cevaplar verebildiği ve kitaplarla kişisel etkileşim kurabildikleri, kendi deneyimleriyle hikâyeler arasında bağlantılar kurabildikleri ve hikâyedeki olaylara katılma isteği duydukları görülmektedir. Araştırmada metin merkezli sınıflamaya " ana fikir " alt başlığının eklenmesine ihtiyaç duyulmuştur. Bu çalışmada sadece resimli çocuk kitapları kullanılmıştır. İlkokul öğrencilerinin bilgi verici metinlere yönelik tepkileri ve bu metinlerle olan kişisel etkileşimlerini belirlemeyi amaçlayan araştırmalara da ihtiyaç duyulmaktadır. Anahtar Kelimeler. Resimli kitaplar, okur, metin, okur-tepki teorisi. ABSTRACT. The main purpose of this study is to investigate second graders' responses towards two picturebooks. In this study, second graders' text and reader centered written responses and the distribution of these responses were investigated. Sixty second graders from two different schools were selected by using the purposeful sampling method. The results showed that second graders gave reader centered written responses, they could establish personal interaction with books, they could make connections between their own experiences and the picturebooks, and they wished to participate in the story events. After analyzing the data, " main idea " subtitle was added to the text centered responses. In this study, picture storybooks were used. There is a need for a type of studies that focus on primary school students' personal interactions with and responses towards informative books. SUMMARY Purpose: Children are the real consumers of the books. Receiving their responses towards picturebooks give authors, parents, teachers, and researchers important ideas about the books that provide students quality, meaningful, and pleasurable reading experience. The main purpose of this study is to investigate second graders' responses towards two picturebooks. In this study, the following two questions were investigated: a) what are the second graders' text and reader centered written responses? and b) how is the distribution of the students' written responses? Methods: Sixty second graders from two different schools of Ankara were selected by using the purposeful sampling method. Two picturebooks named " Kırmızı Elma " (The Red Apple) written and illustrated by Feridun Oral, and " Kim Korkar Kırmızı Başlıklı Kız'dan? " (Who's Afraid of Little Red Riding Hood? – The English translation is made by the researcher from the original Turkish name of the book) written by Sara Şahinkanat and illustrated by Ayşe İnan Alican. First, the books were read aloud and the pictures were shown to students. Second, the students were requested to retell the story. If they wished, the books were read aloud again to make sure that all of the students understood the books. In the last phase of the study, students' written responses were requested and analyzed under the titles of text and reader centered responses. Results: The results showed that 63.52 and 64.66 percent of the second graders gave reader centered written responses to the books named Kırmızı Elma and Kim Korkar Kırmızı Başlıklı Kız'dan? respectively. The results also showed that students could establish personal interaction with books, they could make connections between their own experiences and the picturebooks, and they wished to participate in the story events. The students never used the question strategy,

The purpose of this study is twofold: The first purpose is to investigate pre-service teachers' online reading comprehension practices. Secondly, pre-service teachers' perceptions about the use of online literacy and comprehension strategies in their future classrooms are investigated. The subjects of the study were 495 voluntary pre-service teachers selected from the department of classroom teacher education in one of the major universities in Ankara in 2011. The pre-service teachers' use of online reading strategies was measured by using " The Online Reading Comprehension Strategies Survey. " The results revealed that: (a) majority of the subjects selected online materials to read because reading, editing, and using online material is easier, (b) the pre-service teachers used 41 of the 46 online reading comprehension strategies most of the time, (c) there was no significant difference between pre-service teachers who preferred to read online and paper-based materials regarding practicing online reading comprehension strategies, (d) the fourth year pre-service teachers used the online reading comprehension strategies the most frequently, and (e) all of the interviewed pre-service teachers were willing to teach online literacy and comprehension strategies in their future classrooms.

Öz Bu araştırmada boşluk tamamlama testi kullanılarak altı, yedi ve sekizinci sınıf öğrencilerinin Sosyal Bilgiler ve Fen Bilgisi ders kitaplarından seçilen metinler üzerindeki okuma seviyelerinin belirlenmesi amaçlanmıştır. Her beşinci kelime silinerek oluşturulan boşluk tamamlama testleri Ankara-ili Yenimahalle-ilçesinden seçilen ilköğretim okulu öğrencileri üzerinde uygulanmıştır. Uygulama sonucu, bu testin öğrenciler için zor olduğunu ve onların okuma düzeylerini ayrıştırmada başarısız olduğunu göstermiştir. Her altıncı kelimenin silinmesi şeklinde oluşturulan boşluk tamamlama testleri altıncı sınıf sosyal bilgiler ve sekizinci sınıf fen bilgisi öğrencileri üzerinde bir kez daha test edilmiş ve sonuçlar bu testin öğrencilerin okuma düzeylerini ayrıştırmada başarılı olduğunu göstermiştir. Toplamda 237 öğrenci boşluk tamamlama testlerini cevaplamıştır. Analiz sonuçları, öğrencilerin yarıdan fazlasının metinleri öğretim düzeyinde okuyabildiklerini yani metinleri okuyup anlayabilmek için öğretmenlerinin yardımına ihtiyaçları olduğunu göstermiştir. Anlamsız kelimelerle verilen cevapların ve boş bırakılan soruların yüzdesinin yüksek olması, öğrencilerin soruların doğru cevabını bulmak için cümlelerden elde edebilecekleri dil ipuçlarını kullanmadıklarını ve metinlerden anlam çıkarmada sorunlarla karşılaştıklarını göstermektedir. Anahtar Sözcükler: Türkçe, boşluk tamamlama testi, okunabilirlik, okuma düzeyleri. Abstract The purpose of this study is to determine students' reading levels by using cloze test on selected social studies and science texts at the sixth, seventh, and eighth grades. Every fifth word deletion version of cloze test passages were conducted on elementary school students selected from district of Yenimahalle, Ankara. The results showed that this version of cloze tests was very difficult for the students and this version could not differentiated students' reading abilities. Due to this reason, every sixth word deletion version of cloze tests was applied in sixth grade social studies and eighth grade science courses. As this result showed that the sixth word deletion version of cloze tests successfully differentiated students' reading abilities, it was decided to use this version to evaluate students' reading abilities and readabilities of selected texts. Totally, 237 students filled out the tests. The results showed that more than half of the students read the selected passages at their instructional level, which meant that they needed their teachers' help to be able to read and comprehend the texts. The high percentage of nonsense words and blank answers indicated that students did not use language cues and had problems gaining meaning from the passages.

This study aimed to investigate teacher candidates' retrospective and prospective evaluations about the
classroom teacher education program, self, and the teaching profession. Observations, interviews,
focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher
candidates believed that the teaching profession is the best fit to their characters and the profession is
the best job for females. The data analysis showed that 95% of the teacher candidates indicated at least
two or more program related issues, and only 5% of them found the quality of the program
satisfactory. The results also revealed that pre-service teachers experience burnout problem, and 90%
of the male subjects do not have a plan to stay in the teaching profession. It is recommended that the
classroom teacher education department should offer teacher candidates more student-centered and
constructivist teaching with adequate field experiences.

IIn this article, practical considerations, content and illustrations, readability and coherence were determined as important textbook characteristics with which content area teachers  or other decision makers judge the quality of textbooks.