AN ANALYSIS OF PRESERVICE TURKISH TEACHERS? PERCEPTIONS RELATED TO CHILDREN?S LITERATURE BY MEANS OF METAPHORS

Abstract

Author(s): Sevil HASIRCI

The purpose of this study is to determine perception status of preservice Turkish teachers related to children’s literature which has an important function in Turkish education and plays a dominant role in improving children’s language skills, skills of hearing, thinking and gaining a critical point of view. In accordance with this purpose, the study has aimed to seek an answer to the question of “What are the perceptions of preservice Turkish teachers towards children’s literature?” In the research as a qualitative study, the phenomenological pattern is used. Criterion sampling method is used in the study and the criteria is defined as “taking children’s literature lesson”. Therefore, the participants of the study are 95 students in total who are studying in the 3rd and 4th grades at Turkish Language and Social Sciences Education Department in the University of Gaziantep in 2016-2017 Spring Term. In order to find out the metaphors the participants have related to children literature, each participant has been asked to complete the sentence of “Children literature in mother tongue teaching is like ... because ...”. Definitions that participants wrote in their handwriting are used as basic data source in this study. Content analysis method is used in data analysis. The metaphors that the participants developed are analyzed at 4 stages: (1) codification and elimination, (2) compilation of sample metaphor image, (3) category developing, (4) ensuring validity and reliability. In the light of 80 metaphors students developed, perception status related to children’s literature as part of number of students is as follows: 48 out of 95 students described it as “a basic tool in children’s lives”, 25 as “a primary source in language and literature teaching and gaining language and literature love” and 22 as “an active role in child development”. Infer from the metaphors that are determined by preservice teachers, it is concluded that several aspects of educational principles that children’s literature must have are considered, however, features such as enhancing students’ critical thinking, reflecting the facts of life and improving children’s creativity are not mentioned. In this context, it can be suggested that the number of studies that are intended for raising child literature function in mother tongue teaching awareness of preservice teachers who are studying at Turkish Language and Social Sciences Education Department should be increased

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