Analysis of Prospective Turkish Language and Literature Teachers' Self-efficacy Perceptions on Critical Reading

Abstract

The purpose of this study is to determine self-efficacy perceptions of prospective Turkish language and literature teachers on critical reading with respect to a myriad of variables. On the basis of obtained findings, this study seeks to provide a conclusion and suggestions for future studies. Data relevant of this study were collected via administering "Critical Reading Self-efficacy Perception Scale" developed by Karadeniz [13]. In data analysis, descriptive statistics were employed; data collected via the scale were interpreted by using independent sampling t test and one-factor variance analysis (ANOVA). Gathered results were then tabulated. This research was conducted during the fall term of 2017-2018 academic year among 150 prospective teachers studying in Turkish Language and Literature Teaching Departments of two major city universities. It was concluded that self-efficacy perceptions of prospective teachers on critical reading varied insignificantly with respect to enrolled university, gender, grade level, age, education level of parents, family income level and frequency of reading books. Nonetheless it differed significantly with respect to annual ratio of book reading and availability of a library in their residential location.

The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

“…In the studies carried out to examine the perception of critical reading self-efficacy in the literature, it was concluded that preservice teachers' critical reading self-efficacy perceptions are high (Aybek & Aslan, 2015;Cam Aktas, 2016;Eskimen, 2018). There are also studies that determined that preservice teachers' critical reading skills are at a moderate level (Karabay et al, 2015;Maltepe, 2016).…”