Writing Motivation Sources of Teacher Candidates: A Phenomenological Study

Abstract

Writing motivation is effective on writing behavior and writing habits. The aim of this study is to determine the factors that motivate pre-service teachers to write and thus support their writing habits. For this purpose, the research was designed in accordance with the phenomenological pattern from qualitative research designs. In the research, interviews were conducted with pre-service teachers through the semi-structured interview form prepared by the researcher. The data obtained from these interviews were analyzed by content analysis technique. Research findings showed that there were internal (internal) and external (external) factors motivating teacher candidates to write. According the findings, the main internal factors that motivated pre-service teachers to write were positive thoughts and beliefs about writing and writing skills, goals expected to be achieved by writing, and lastly, interest and desire for writing. Requirements and environmental expectations for writing, appreciation and support from family and readers, and the environment which is a positive role model in writing were external factors that motivated pre-service teachers to write. In the study, these factors and student views under these factors were discussed and what could be done to increase their motivation for writing was evaluated.

Dinleme becerisine ve bu becerinin ölçme-değerlendirmesine ilişkin Türkçe öğretmenlerinin görüş ve yaklaşımları

“…Araştırmadan elde edilen bir diğer bulgu, katılımcıların büyük bir bölümünün (f=19) dinleme becerisine yönelik duyuşsal niteliklerin düzeyini belirlemeye yönelik herhangi bir ölçme-değerlendirme çalışması yapmadığı yönündedir. Alanyazına bakıldığında duyuşsal niteliklerin dil becerileri üzerinde önemli rol oynadığını vurgulayan çalışmalar (Arıcı ve Dölek, 2020;Demirel, 2021;Gölpınar vd. 2018;Pratiwi ve Rosnija, 2015;Türkben, 2020) olduğu görülmektedir.…”