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The aim of this study is to develop a measurement tool to measure the listening/watching attitudes of pre-service teachers. 387 pre-service teachers were administered the scale, and its validity and reliability studies were conducted by exploratory factor analysis, internal consistency measurement, and confirmatory factor analysis. EFA revealed that the scale has four dimensions. To determine the reliability of the scale, the Cronbach Alpha internal consistency coefficient was calculated at 0.928. In the principal component analysis, Kaiser-Meyer-Olkin (KMO) coefficient was found to be 0.937. In addition, the Barlett Sphericity test was significant (X[superscript 2] = 4607.552; p<0.05). Varimax rotation resulted in factor loadings ranging between 0.37 and 0.91. In CFA, the standardized regression coefficients averaged around 0.700 and the items in each dimension had a significant predictive power. As a result of the analysis, a valid and reliable scale was obtained.

In order for the fairy tale to maintain its effect on individuals, it must be transmitted to future generations in different ways. One of these transmitters is the storytellers. With the use of fairy tales in activities for basic language skills, fairy tales have become an important part of Turkish language teaching. Thus, Turkish teachers directly or indirectly assume the role of storytellers. For this reason, the opinions of Turkish teachers or prospective Turkish teachers about storytelling are important. In this study, it is aimed to reveal the opinions of prospective Turkish teachers about story and tale telling course. Phenomenological (phenomenological) design, one of the qualitative research designs, was used in the study and hermeneutic (interpretive) model, one of the types of phenomenological design, was used. The research was carried out on 26 3rd grade students continuing their education in the Department of Turkish Language Teaching at Bayburt University Faculty of Education in the autumn term of the 2022-2023 academic year. A semi-structured interview form consisting of 7 questions was used to determine their views on the "Story and Tale Telling" course. Content analysis technique was used to analyse the collected data. According to the opinions of prospective Turkish teachers, story and tale telling course is very important for prospective teachers.

Individuals who make up society interact and communicate with their social environment. While the healthy realization of this communication enables the individual to live in harmony with the community, in the opposite case, the individual cannot communicate with their environment and may face many problems in both professional and daily life. This situation can turn into social anxiety. In this work, which aims to analyze the impact of the "Theatre and Drama Practices" course on reducing social anxiety, experimental research design, one of the quantitative research designs, was used, and a one-group pretest-posttest model was used in the experimental design. In the work, which was implement on 45 4th-grade university students who study at Bayburt University School of Education, Department of Turkish Education autumn semester of the 2022- 2023 academic year, data were collected with the 12-item Social Anxiety Scale Short Form. In the examination of the data obtained, the data were entered into the computer system and analyzed with the SPSS 18 program. Mean scores and standard deviation values of Turkish teacher candidates were calculated. To compare the data, the t-test for dependent group and t-test for independent group were used. Before the "Theatre and Drama Practices" course, Turkish teacher candidates had moderate social anxiety, and their social anxiety levels didn't differ significantly by gender; after the "Theatre and Drama Practices" course, Turkish teacher candidates had low social anxiety, and their social anxiety levels didn't differ significantly by gender. A statistically significant difference was obtained between Turkish teacher candidates' pre-test and post-test scores in terms of social anxiety. It was defined that the "Theatre and Drama Practices" course effectively reduced the social anxiety levels of teacher candidates.

In this study, it was aimed to determine the strengths, deficiencies, and weaknesses of distance education process of learning-teaching activities in Turkish lesson by asking the opinions of students who are the subject of the learning process. In the study, the basic qualitative research design was preferred considering the nature of the research subject. The study group of the research consists of twenty-eight 7th grade students who continue their education activities in Eskisehir in the 2020-2021 academic year. The online interviews were conducted with the teachers through a semi-structured interview form prepared by the researchers. The data were analyzed by content analysis using the MAXQDA program. The students stated that distance education is more functional than face-to-face education in vocabulary activities of listening and comprehension skills. In speaking and writing skills, students mostly preferred distance education. The students explained the strengths and weaknesses of the two educational environments compared to each other in terms of all skills, with their justifications. In the study, students were also asked to write the five most useful features of both educational environments. Thus, the strengths of both learning environments in terms of Turkish lessons were revealed. Based on the data obtained, it has been determined that distance education cannot create an alternative to face-to-face education in terms of social interaction, teacher-student interaction, group studies at the desired level, but distance education is clearly preferred by students as it offers many opportunities that face-to-face education does not offer. For this reason, based on the prominent skills and activities of distance education, it can be said that it will be more beneficial to continue Turkish lessons by adopting a mixed (hybrid) model in the future.

Self-efficacy is people's belief in themselves for a goal they want to achieve. When both the relevant literature and the course contents of the education faculties in Turkey are examined, it is seen that grammar is an important area of competence in terms of teaching Turkish. This study focused on the relationship between Turkish teachers' self-efficacy and grammar self-efficacy perceptions. A mixed-methods research design was used in the research. The quantitative dimension consists of two scales, and the qualitative dimension is conducted with an interview. TSES and GSES questionnaires were applied to 404 participants who work as Turkish teachers in public schools in Turkey and agreed to participate in the research voluntarily. In order to examine the data obtained from the questionnaires in depth, a focus group interview was conducted with 6 participants who worked as Turkish teachers in public schools in Turkey and voluntarily agreed to participate in the research. According to the findings obtained from the research, a significant and positive relationship is observed between Turkish teachers' self-efficacy and grammar self-efficacy perceptions. It is shown that both self-efficacy and grammar self-efficacy perceptions of the participants did not differ significantly according to the gender variable.

21st century people inevitably need to critically take the content offered to them by the media they are in contact with. This situation requires individuals to have some competencies in terms of both media literacy and critical reading. In this study, the relationship between media literacy competencies and critical reading self-efficacy perceptions of teacher candidates of Turkish language was examined. New Media Literacy Scale for University Students and Critical Reading Self-Efficacy Scale were used as data collection tools. 445 participants studying at 14 different state universities in Turkey, participated voluntarily in the study. Statistical software program was used to analyze the data. Findings derived from the research illustrated that there was a positive significant relationship between the media literacy competencies of Turkish teacher candidates and their critical reading self-efficacy perceptions. No significant relationship between the media literacy competencies and critical reading self-efficacy perceptions of Turkish teacher candidates was observed in terms of gender. The media literacy competencies and critical reading self-efficacy perceptions of Turkish teacher candidates differ in favour of the participants studying in the upper category compared to the participants studying at middle and lower category universities.

An achievement test was prepared to determine students' caricature reading skills. In the first draft of the achievement test, 32 test items and four choices were prepared for each question. The item analysis of the data obtained from the pre-application was made and the internal consistency coefficient (KR-20) was calculated as 0.67 for the reliability of the scale. The mean of item discrimination of the achievement test is 0.34 and the mean of item difficulty is 0.38. After the pre-application, it was decided (concluded) that the achievement test was feasible (applicable), and general application was initiated. General application was performed on 160 sixth-grade students. As a result of the item analysis, it was seen that item difficulty levels of achievement test were between 0.32 and 0.67.The mean of difficulty index of the test was determined to be 0.50. The test items, was found to be between 0.20 and 0.72. Items 2 and 6 with a value less than 0.30 were removed from the scale due to their low discrimination strength index. The reliability coefficient was calculated as 0.85. A valid and reliable 30-item assessment tool was created to determine students' caricature reading skills. Caricature reading scale has been considered as a valid and reliable assessment instrument to be used to detect the caricature reading students' skills.

This study aimed to develop "Caricature Creation Rubric" which can be used to evaluate the products produced by 6th grade students at the end of their caricature creation process and to make its validity and reliability studies. The criteria in the graded key were determined by using the "Caricature Literacy Module" prepared by the researcher. Following the performance definitions, a pilot application was conducted to another group apart from the study group in order to increase the validity of the graded scoring key. The pilot study was carried out with six girls and one boy, who were capable of creating caricatures and were in the same class level as the study group. The necessary corrections were made in line with the feedback received from the pilot application and the validity and reliability studies of the graded scoring key were started. The data obtained for the reliability of the rubric which was specially developed by the researcher was used to evaluate the skill of creating caricatures. For the reliability the consistency between the scores given by two different evaluators was examined. For this purpose, the Pearson Momentum Multiplication Correlation Coefficient formula was used for the consistency between the total scores obtained from the graded scoring key according to different evaluators and the consistency between the scores for each sub-group. As a result, it was seen that the rubric which was developed to evaluate caricature creation skills can be used to measure and evaluate the caricature creation works of 6th grade students.

The cultural elements are significant for native language teaching, so it is unavoidable that the Turkish textbooks include cultural elements. The aim of the research is to determine the presence of intangible cultural heritage elements in the visual materials (painting, photography etc.) in the secondary school 6th grade Turkish language textbook, and to examine the distribution of them according to their types. As a consequence of the study, 277 visual materials were determined as 125 photos, 98 digital drawings, 23 drawing, 15 illustrations, 4 banners, 3 table, 2 brochure, 2 graphics, and 2 sketches. Visuals that have intangible cultural heritage elements are found in photos which are Turkish coffee, Turkish delight, kemenche, horon, Mardin, Zeibek traditional, Palace of Ishak Pasha, tarhana soup, the making of tarhana, weaving, javelin game; digital drawings which are Nasreddin Hodja, Karagöz and shadow puppetry and drawings that are Chinese whispers, handkerchief game, kissing someone's hand. Gender apartheid or violent elements has not been detected in the visuals and they are appropriate for the grade level and text content. The visuals have properties of enhancing aesthetic sensitivity; however, the drawings are incomplete in terms of facial expression and emotion.

This study explores the relationship between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, with a particular emphasis on sustainability in education. While previous studies have typically examined entrepreneurship and creativity as separate concepts, often focusing on their individual dimensions, this study underscores the significance of integrating entrepreneurial and creative competencies to promote sustainable educational practices. By highlighting how teachers' entrepreneurial and creative skills contribute to sustainable education, this study addresses the broader impact these competencies have on meeting the evolving needs and expectations of students, families, and society. This approach supports the development of a more resilient and adaptive education system that can thrive over time. The research involved 1396 classroom teachers from the Mersin province of Turkey. Analysis of the data revealed a strong positive correlation between teachers' entrepreneurial behaviors and their creativity-nurturing behaviors, indicating that teachers who exhibit higher levels of entrepreneurial traits are more likely to engage in practices that foster creativity or that teachers who exhibit higher levels of creativity nurturing behaviors are more likely to engage in entrepreneurial practices among their students. Thus, the importance of the high-level relationship between entrepreneurial behaviors and creativity-enhancing behaviors in improving sustainability in education has been revealed. This study highlights the need to integrate entrepreneurial skills into teaching practices to support a sustainable educational framework. [ABSTRACT FROM AUTHOR]

This study, which aims to examine the intangible cultural heritage elements in the A1.1 Maarif Turkish textbooks prepared by the Maarif Foundation, used an actual case study from qualitative research designs. Criterion sampling, one of the purposive sampling methods, was preferred as the object of investigation, and A1.1 level primary, middle, and high school textbooks prepared by the Maarif Foundation in 2021 were used. ICH list was used as a data collection tool, and the textbooks’ activities were analyzed in line with this list. Descriptive content analysis was used to analyze the collected data. Knowledge and practices related to nature and the universe, performing arts, rituals and feasts, oral traditions and narratives, social practices, handicraft tradition, place names on the temporary list, mixed heritage, and natural heritage were identified as the main themes in the list and descriptive analysis was carried out according to these themes. It was concluded that in all of the textbooks examined, greetings under the upper element of ICH oral traditions and expressions were given more space, the diversity of ICH elements increased as the level of education increased, and greetings from ICH elements were quantitatively given enough space. In contrast, other elements weren’t given enough space. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mistakes made during speaking are an important obstacle to the qualified use of this skill. Some of these mistakes stem from the similarities between the source language and the target language. Turkish descendants learning Turkish also make mistakes during speaking due to the similarities between the target language and their own language. In this context, the aim of the study was to determine the number of words used by Turkish descendant students in impromptu speaking and whether the mistakes made by Turkish descendant students during impromptu speaking vary according to the number of words they use. Content analysis method in qualitative design was utilized in the study. A total of 114 Turkish descendant students studying at Çukurova and Sakarya University TÖMER at B1 level participated in the study. In order to determine the mistakes made by these students during impromptu speaking, students were asked to make a speech on a selected topic. The findings of the study revealed that the students' errors were predominantly concentrated at the medium level with 100-150 words and that there was no relationship between the number of words used and the rate of errors made. [ABSTRACT FROM AUTHOR]

In the study, the Teaching Turkish as a Foreign Language Programs prepared by Ankara University TÖMER and Maarif Foundation were examined and the similarities and differences of the programs in terms of learning outcomes were emphasized. In the study in which document analysis, one of the qualitative research designs, was used, 69 of the 316 objectives in the program prepared by Ankara TÖMER were related to listening skills, 45 to oral expression skills, 54 to conversational speaking skills, 90 to reading comprehension skills, 58 to written expression skills; In the program prepared by the Maarif Foundation, 264 of the 1315 objectives were associated with listening/ watching skills, 210 with oral interaction skills, 222 with oral production skills, 302 with reading skills, and 317 with writing skills. It was observed that the most common outcomes were related to listening, followed by oral interaction and oral production, reading and writing, respectively, and that a total of 61 outcomes were common in the two programs. The common learning outcomes related to listening are the skills of following instructions and directions, using question expressions, developing skills related to daily life, enriching vocabulary, and following the content presented in different environments; the common learning outcomes related to oral expression and conversation, oral interaction and oral production are the skills of using stereotypes, expressing oneself, and preparing speeches with different content; common learning outcomes related to reading are reading media messages, understanding the information conveyed through different text types, and comprehending messages to facilitate daily life; common learning outcomes related to writing are conveying feelings and thoughts, and preparing texts in different contents. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the practical tools in achieving the goals determined in line with the program is activities. The quality of the activity is very important in achieving the determined goal. For this reason, it's necessary to determine some principles to prepare quality events and comply with them. The studied to determine the compliance of the activities in the 5th grade Turkish textbook with the principles of activity design, and the activities in the textbook were analyzed considering the principles of an activity design. Document analysis, one of the qualitative research designs, was used in the study. In the study in which descriptive content analysis was made, the activities were examined according to the activity design principles determined by Özmantar and Bingölbali. In the analysis of the activities, all of the activities in the textbook were examined by field experts in terms of "purpose, preliminary information of the target audience, inclusivity, suitability of the materials used, role of teacher and student, assessment and evaluation, classroom organization, use of time"; The compliance of the activities with the principles wasweretermined and interpreted. Most of the activities are aimed at reinforcement; the material used meets the expectations in terms of relevance, inclusiveness, and student role; It has been concluded that the classroom organization is insufficient in terms of taking into account the student's prior knowledge, the role of the teacher, measurement and evaluation, and the use of time. [ABSTRACT FROM AUTHOR]