In this study, it has been intended to examine reading cultures of pre-service teachers depending on multiple variables. The study group of this research consists of 377 pre-service teachers who are studying in fourth grade at Turkish Education, Psychological Counseling and Guidance, Primary School Mathematics Education, Computer and Instructional Technologies, Fine Arts-Music Education, English Education, and Special Education departments during the fall semester of 2017-2018 education year. "Reading Culture Scale", which was formerly developed by the researchers, was carried out in order to designate the reading culture of pre-service teachers. With reference to the produced statistical analyses, the total average point on reading culture of pre-service teachers, who had attended the study, was found as medium. When variables affecting reading cultures of pre-service teachers were examined, a significant difference was observed in the variable of gender, and female pre-service teachers were identified to have higher average points in RCS comparing to male pre-service teachers. There are significant differences in RCS total points of pre-service teachers as regards to the variables of membership to the library, owning a bookcase, having a habit of reading. It has been designated that pre-service teachers with membership to the library, owning a bookcase and having a habit of reading had more RCS total average points than others. Through outcomes of this study, status evaluation, concerning reading cultures of pre-service teachers, had been conducted; and several suggestions were made upon adopting a reading culture to an individual with the aim of future studies.the level and quality of relationships of an individual, a social group or society through an act of reading. To put it another way, it is a field of lifestyle that belongs to the aforementioned individual, social group and society reflecting on the field of reading. Briefly, it is an individual and social way of life-related to the reading act (Yılmaz, 2009, p. 134).Reading culture is an acculturation process which is evolving in many fields socially and individually; and as all acculturation processes, it requires a lifelong skill acquisition. In compliance with Kachala (2007), efforts that are put by aiming to improve on this culture, need to be initiated at early childhood until adulthood. Thus reading love and habit can be acquired starting from individual to society. As having individuals with reading cultures is a sign for societies to show development, it is also important for education systems to raise individuals with reading culture acquisition. As a consequence, societies with more improvement, knowledge, and awareness may have a more exclusive place on the surface of the earth.
This study aimed at developing a valid and reliable scale to determine middle school students' sense of school belonging. In this respect, the relevant literature on the concept of belonging was reviewed, interviews were conducted with field experts and middle school students to determine items to be included in the scale. An item pool was created based on the findings of these processes. Later, a pilot form was prepared by taking the opinions of 2 field and 2 measurement and evaluation experts so as to ensure that the scale items represent the structure measured. This form was administered to 287 middle school students studying in the 2018-2019 academic year, and the final scale obtained as a result of exploratory factor analysis was applied to 568 middle school students in a different school. For validity evidence, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and hypothesis test findings; for reliability, findings of Cronbach Alpha and composite reliability coefficients were used. According to the exploratory factor analysis, the scale consisted of 4 factors with 23 items, and the total variance explained was 63.88%. As a result of the secondorder confirmatory factor analysis of the obtained structure, the fit indices of the unidimensional model showed that the model was verified. The internal consistency coefficient of the developed model was α = .92 and the composite reliability coefficient was .97. These findings showed that the scale had psychometric properties that could be used in future research.
Doç. Dr. Bekir DİREKÇİ Araş. Gör. Bilal ŞİMŞEK Araş. Gör. Serdar AKBULUT carried out by three researchers and the content analysis technique was used in the analysis process. When the results of the study are taken into consideration, it can be said that the most of the participants considered learning Turkish culture as a necessity during the Turkish education process and were enthusiastic about it. In addition, it is thought that the participants who advocated teaching Turkish culture elements learned Turkish more purposefully. As a matter of fact, it is observed that the objectives such as living in Turkey and getting education come to the fore, but the participants who prefer universal and self-cultural elements do not express such aims. In addition, participants who knew foreign languages other than Turkish compared foreign language learning processes. As a result of the comparison, it was determined that learning the target language in the country where it is spoken benefits the transfer of culture. It has been observed that universal cultural elements are more frequently used in Turkish teaching books, but English / American cultural elements are mostly included in English teaching books. In addition, it was revealed that cultural transfer was intensive in Turkish and English teaching processes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.