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Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

Turkish Teacher Candidates’ Experiences with Narrative Interpretation in the Context of Bibliotherapy-Based Reading

Bibliyoterapi Temelli Kitap Okuma Bağlamında Türkçe Öğretmen Adaylarının Anlatısal Anlamlandırma Deneyimleri

İbrahim Doyumğaç(Adıyaman Üniversitesi)0000-0002-8234-7555
Pages
1047–1074
Publication Date
2026-09-20
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research findings indicate that bibliotherapy-based reading in Turkish teacher candidate training programs supports the candidates’ awareness.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Bibliotherapy offers readers the opportunity to interpret their life experiences, make sense of their emotions, and develop different perspectives.
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Key Findings & Data:The study was conducted with 10 Turkish language teacher candidates who participated in a bibliotherapy-based book reading project carried out by the Oku-Yorum Book and Thought Society at Adıyaman University during the 2025–2026 academic year.
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Conclusion & Impact:The research findings indicate that bibliotherapy-based reading in Turkish teacher candidate training programs supports the candidates’ awareness.
🔬Design:Survey & Empirical Study
📍Scope:2025–2026 Verileri
⚙️Variables:Türkçe öğretmen adayları · bibliyoterapi temelli okuma · anlatısal anlamlandırma

Abstract

Bibliotherapy offers readers the opportunity to interpret their life experiences, make sense of their emotions, and develop different perspectives. In this regard, bibliotherapy is a reading-based technique that supports individual awareness and the process of narrative interpretation among readers. This study aims to examine the experiences of Turkish language teacher candidates regarding the bibliotherapy-based book reading process. The study was conducted with 10 Turkish language teacher candidates who participated in a bibliotherapy-based book reading project carried out by the Oku-Yorum Book and Thought Society at Adıyaman University during the 2025–2026 academic year. Participants were selected using the criterion sampling technique, one of the purposeful sampling methods. Research data were collected via a semi-structured interview form administered through SurveyMonkey. The data were analyzed using a reflexive thematic analysis approach. The analysis revealed two main themes and six subthemes related to the Turkish teacher candidates’ narrative interpretation experiences during the bibliotherapy-based book reading process. The main themes are: communicative awareness developed through shared reading and self-reinterpretation through literary characters. The study reveals that bibliotherapy-based reading processes not only enrich Turkish teacher candidates’ reading experiences but also provide an interactive learning environment that supports their communicative awareness, empathetic understanding, and narrative interpretation processes. The research findings indicate that bibliotherapy-based reading in Turkish teacher candidate training programs supports the candidates’ awareness.

Özet

Bibliyoterapi, okurların yaşam deneyimlerini yorumlamalarına, duygularını anlamlandırmalarına ve farklı bakış açıları geliştirmelerine fırsat sunmaktadır. Bu yönüyle bibliyoterapi, okurlarda bireysel farkındalığı, anlatısal anlamlandırma sürecini destekleyen okuma temelli bir tekniktir. Bu araştırma da Türkçe öğretmen adaylarının bibliyoterapi temelli kitap okuma sürecine ilişkin deneyimlerini incelemeyi amaçlamaktadır. Araştırma, 2025-2026 eğitim-öğretim yılında Adıyaman Üniversitesinde faaliyet gösteren Oku-Yorum Kitap ve Düşünce Topluluğu’nda yürütülen bir projenin bibliyoterapi temelli kitap okumasına katılan 10 Türkçe öğretmen adayıyla yürütülmüştür. Katılımcılar, amaçlı örnekleme yöntemlerinden ölçüt örnekleme tekniği kullanılarak belirlenmiştir. Araştırma verileri, SurveyMonkey aracılığıyla uygulanan yarı yapılandırılmış görüş formuyla toplanmıştır. Veriler refleksif tematik analiz yaklaşımı doğrultusunda analiz edilmiştir. Analizlerin sonucunda bibliyoterapi temelli kitap okuma sürecinde Türkçe öğretmen adaylarının anlatısal anlamlandırma deneyimleriyle ilgili iki ana tema ve altı alt tema elde edilmiştir. Ana temalar: Ortak okuma yoluyla gelişen iletişimsel farkındalık ve karakterler aracılığıyla kendini yeniden anlamlandırmadır. Araştırma, bibliyoterapi temelli okuma süreçlerinin Türkçe öğretmen adaylarının okuma deneyimlerini zenginleştirmenin yanı sıra iletişimsel farkındalıklarını, empatik anlayışlarını ve anlatısal anlamlandırma süreçlerini destekleyen etkileşimli bir öğrenme ortamı sunduğunu ortaya koymaktadır. Araştırma bulguları, Türkçe öğretmen adayı yetiştirme programlarında bibliyoterapi temelli okumaların adayların farkındalığı desteklediğini göstermektedir.

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Cite This Article

Doyumğaç, İ. (2026). Turkish Teacher Candidates’ Experiences with Narrative Interpretation in the Context of Bibliotherapy-Based Reading. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 1047–1074. https://doi.org/10.31464/jlere.1966609

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