Original article | Educational Policy Analysis and Strategic Research 2018, Vol. 13(3) 89-99
Didem Çetin, Nigar İpek Eğilmez & Mustafa Volkan Coşkun
pp. 89 - 99 | DOI: https://doi.org/10.29329/epasr.2018.150.5 | Manu. Number: MANU-1711-07-0001.R1
Published online: September 29, 2018 | Number of Views: 141 | Number of Download: 933
Abstract
The purpose of the current study is to determine the pre-service Turkish language teachers’ level of using thinking development techniques while writing informative texts. In the study, descriptive analysis-based qualitative method was employed. The study group determined by means of purposive sampling method is comprised of a total of 33 fourth-year students attending the Department of Turkish Language Teaching at the Education Faculty of Muğla Sıtkı Koçman University in the spring term of 2015-2016 academic year. In order to collect the data in the study, discussion and video display activities were performed with the pre-service teachers and then they were asked to write informative texts. The produced texts were analyzed to explore their level of using thinking development techniques. At the end of the study, it was concluded that the pre-service Turkish teachers had used the providing examples technique the most while writing informative texts and it is followed by the defining, showing witness and comparing techniques. Moreover, it was found that the pre-service teachers were limited to some certain thinking development techniques in terms of their level of using thinking development techniques.
Keywords: Writing instruction, text, informative text, thinking development techniques
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