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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2015 / Cilt: 30 - Sayı: 4

Pre-Service Teachers' Online Reading Comprehension Practices and Beliefs about Their Future Classrooms

Öğretmen Adaylarının E-Okuma-Anlama Uygulamaları ve Gelecekteki Sınıfları ile ilgili Algıları

Mustafa ULUSOY
Hakan DEDEOĞLU
Pages
67–79
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

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.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study is twofold: The first purpose is to investigate pre-service teachers' online reading comprehension practices.
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Key Findings & Data:Secondly, pre-service teachers' perceptions about the use of online literacy and comprehension strategies in their future classrooms are investigated.
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Conclusion & Impact: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.
🔬Design:Survey & Empirical Study
📍Scope:2011 Verileri
⚙️Variables:Domain Parameters

Abstract

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 preservice 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.

Özet

Bu araştırmanın iki temel amacı vardır. İlki, öğretmen adaylarının kendi e-okumalarında kullandıkları anlama stratejilerini belirlemektir. İkinci olarak, öğretmen adaylarının gelecekte öğretim yapacakları sınıflarında e-okuryazarlık ve anlama stratejilerini kullanmaları ile ilgili algılarının belirlenmesi amaçlanmıştır. Araştırmanın örneklemini Ankara'da bulunan bir devlet üniversitesinin Sınıf Öğretmenliği Eğitimi Anabilim Dalı'nda, 2011 yılında, öğrenim gören 495 gönüllü öğrenci oluşturmaktadır. Öğretmen adaylarının kullandıkları e-okuma stratejilerini belirleyebilmek için "E-Okuma Anlama Stratejileri Ölçeği" geliştirilmiştir Veri analizi sonuçları, araştırmada aşağıda yer alan 5 temel bulgunun ortaya çıktığını göstermektedir. (1) Katılımcıların çoğu okuma yapacakları metinler arasında tercih yapmaları gerekirse, e-metinleri seçtiklerini belirtmişlerdir, çünkü e-metinlerin okunması, üzerlerinde düzeltme yapılması ve kullanılması daha kolay bulunmuştur, (2) Öğretmen adayları toplamda 46 adet olan e-metinleri okumada kullanılan stratejiler içerisinden 41'ini çoğu zaman kendi okumalarında kullandıklarını belirtmişlerdir, (3) Basılı ve e-metinler üzerinde okuma yapmayı tercih eden öğretmen adaylarının, e-okuma-anlama stratejilerini kullanma sıklıkları arasında anlamlı bir farklılık bulunamamıştır, (4) Dördüncü sınıf öğretmen adayları e-okuma stratejilerini en fazla sıklıkta kullanmıştır ve (5) Görüşme yapılan öğretmen adaylarının tamamı e-okuma-yazma ve anlama stratejilerini gelecekteki sınıflarında öğrencilerine öğretme konusunda istekli olduklarını belirtmişlerdir.

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Cite This Article

ULUSOY, M., DEDEOĞLU, H. (2022). Pre-Service Teachers' Online Reading Comprehension Practices and Beliefs about Their Future Classrooms. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 30 - Sayı: 4, 67–79. https://ajindex.com/articles/531860

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