An observational look at classroom practices in the Turkish language teaching process

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dc.authoridBALCI, AHMET/0000-0002-7424-592X
dc.contributor.authorKoroglu, Mustafa
dc.contributor.authorBalci, Ahmet
dc.date.accessioned2024-09-18T20:55:40Z
dc.date.available2024-09-18T20:55:40Z
dc.date.issued2022
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe aim of this study is to determine the practices of middle school 8th grade Turkish teachers towards comprehension (reading) teaching in the process of learning-teaching Turkish lessons and how long they allocate for these practices. The model of the research is the case study model, which is one of the qualitative research methods. The participants of the study consist of five Turkish teachers who gave eighth grade Turkish lessons in the 2019-2020 academic year and participated in the study voluntarily. In the study, an Observation Form developed by the researcher was used as the data collection tools. Literature review was used in the development of measurement tools, expert opinion was obtained, and the level of harmony between coders was examined. Descriptive statistical techniques (frequency, percentage, average, etc.) were used to analyze the data. In the study, each of the teachers wrote five to the poem text Kaldirimlar (Sidewalks) in the theme Individual and Society, the informative text Gundelik Hayatimizda E-Hastaliklar (E-Diseases in Our Daily Life) in the Science and Technology theme and the narrative text Goc Destani (Epic of Migration) under the theme Our National Culture lesson time (600 minutes) had been allocated. Accordingly, 75 lesson hours (3000 minutes) of five Turkish teachers were observed in total. As a result, it was seen that 8th grade Turkish lesson teachers, whose teaching process was observed in our study, used only the texts and activities related to the texts while applying comprehension (reading) strategies in the Turkish lesson learning-teaching process.en_US
dc.description.sponsorshipScientific Research Projects Coordination Unit of Hatay Mustafa Kemal University; [17]; [D.005]en_US
dc.description.sponsorshipAcknowledgments This study was produced from the doctoral thesis supported by the Scientific Research Projects Coordination Unit of Hatay Mustafa Kemal University within the scope of the project numbered 17.D.005. This paper was produced from the first author's doctoral thesis prepared under the supervision of the second author.en_US
dc.identifier.doi10.21449/ijate.1109800
dc.identifier.endpage930en_US
dc.identifier.issn2148-7456
dc.identifier.issue4en_US
dc.identifier.startpage906en_US
dc.identifier.trdizinid1159269en_US
dc.identifier.urihttps://doi.org/10.21449/ijate.1109800
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1159269
dc.identifier.urihttps://hdl.handle.net/20.500.12483/11992
dc.identifier.volume9en_US
dc.identifier.wosWOS:000904939600006en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherIzzet Karaen_US
dc.relation.ispartofInternational Journal of Assessment Tools in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectReadingen_US
dc.subjectComprehensionen_US
dc.subjectTurkish teacheren_US
dc.subjectObservationen_US
dc.subjectTeaching understandingen_US
dc.titleAn observational look at classroom practices in the Turkish language teaching processen_US
dc.typeArticleen_US

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