Bu araştırmada Türkçe öğretmeni adaylarının yazma becerisine yönelik hazırladıkları ders planlarında ders işleme sürecinin nasıl düzenlendiğini belirlemek amaçlanmıştır. Türkçe öğretmenliği 3. sınıfta öğrenim gören 60 Türkçe öğretmeni adayının yazma becerisine yönelik hazırladığı ders planları veri kaynağı olarak kullanılmıştır. Veriler doküman incelemesi yöntemiyle incelenmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından düzenlenmiş ders planı taslağı ve kodlama formu kullanılmıştır. Araştırma sonucunda derse giriş aşamasında öğretmen adaylarının büyük çoğunluğunun duyuşsal hazırlık sürecini yanlış, zihinsel hazırlık sürecini ise doğru planladığı tespit edilmiştir. Yine öğretmen adaylarının büyük bir kısmının ders işleme sürecini belirlenen yazma yöntemine ve kazanımlara uygun olarak planladığı tespit edilmiştir. Ancak öğretmen adayları ders işleniş sürecini planlı yazma ve değerlendirme modeline göre düzenlemede çok başarılı olamamışlardır. Benzer şekilde, öğretmen adaylarının ders işleme sürecini metin türünde öğretilmesi gereken özelliklere uygun olarak düzenlemede de çok başarılı olmadıkları tespit edilmiştir.

The purpose of this study was to determine the effect of the creative drama method on the success in basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields in Turkish lessons by using the meta-analysis method. 37 Effect sizes within 24 different studies were reviewed. Publication type, class level, skill areas, practice time were used as moderator variables in this research. Comprehensive Meta-Analysis 2 (CMA 2) was utilized to analyze the studies determined in the research. According to the results, the creative drama method creates positive (significant) impacts on basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields (z=9.959; p=.000). As time increases in creative drama applications, the effect of application increases at the same time. However, it is also found that the effect of the creative drama method on students’ success does not significantly vary by publication type and class level. Moreover, the effect of creative drama on students’ success varies by skill areas while the highest effect size is in speaking skill and the lowest effect size is in vocabulary teaching.

The aim of this research was to determine according to which stages of writing skills activities are included at different levels and what the practices related to the writing process are in writing activities in Turkish teaching textbooks for foreigners. In this direction, the writing activities in the New Istanbul Turkish for International Students Course Book at all levels (A1-A2, B1-B2, and C1) were examined through the document analysis method. Writing activities in the books were analyzed in terms of two main themes: The first theme was according to which stages of the writing skill (word, sentence, paragraph, and text) the writing activities were organized at different levels. The second theme was what the practices are for organizing the writing process according to the stages at different levels in writing activities. A coding form was created for each level by the researcher for coding the data. The activity number and page number, the stage of the activity, and the application related to the text creation process were recorded separately on the form prepared for the book at each level. As a result of the research, it was seen that there are word, sentence and paragraph writing activities at A1 level and that there were no writing activities at the text level. At the A2 level, it was seen that the activities were organized according to all stages. It was seen that there are sentence, paragraph and, text writing activities at B1 level and there are word, paragraph, and text writing activities at B2 level. All of the activities at the C1 level were at the text writing. Regarding the writing process, it was seen that there were guiding practices related to various writing stages or dimensions at different levels.