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ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ

Year 2019, Volume: 16 Issue: 44, 332 - 358, 23.10.2019

Abstract

Bu araştırmada Türkçe Eğitimi ve Sosyal
Bilimlerde öğrenim görmekte olan öğretmen adaylarının okuma görünümleri metin
türü ve okuma amacı bağlamında belirlenmiş ve okuma tutum profilleri
incelemiştir. Araştırma tarama yönünde nicel bir araştırma olarak
tasarlanmıştır. Araştırmanın çalışma
evrenini 75 öğretmen adayı oluşturmuştur. Veri toplama aracı olarak Ülper ve
Çeliktürk (2013) tarafından uyarlanan “Motivation to Read Profile” görüşme
formu kullanılmıştır. Verilerin çözümlenmesinde tanımlayıcı istatistik
kullanılmış ve veriler IBM SPSS Statistics 21 istatistik paket programında
değerlendirilmiştir. Verilerin normalliğine Chi- Square testi ile bakılıp uygun
istatistiksel testler yapılmıştır. Araştırmada
öğretmen adaylarının %85’inin okuma güdüsünün yüksek olduğu; ancak çoğunun
sadece ödev yapmak için okuma yaptığı ve bu nedenle kütüphaneye gittiği sonucuna
ulaşılmıştır. Okuma yaparken Türkçe öğretmen adaylarının daha çok anlatı
metnini (%69,4); sosyal bilgilerdeki adayların ise bilgilendirici metin türünü
(%73,7) tercih ettiği tespit edilmiştir. Her iki bölümde de öğretmen
adaylarının okuma güdüleri yüksek olmasına rağmen yılda okunan ve edinilen
kitap sayısı, okuma saati, okuma amacı vb. ölçütlere yönelik tercihlerinde
aradaki farkın anlamlı olmadığı görülmüştür. 

References

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  • Akpınar, R. (2012). Anketler ve anket soruları. Ankara: Nobel Akademik Yayıncılık.
  • Aram, D. & Meidan, I.C.& Deitcher, D. (2016). A comparison between homeschooled and formally schooled kindergartners: children’s early literacy, mothers’ beliefs, and writing mediation, Reading Psychology 37, 995-1024.
  • Arslan, Y.; Çelik, Z. ve Çelik, E. (2009). Üniversite öğrencilerinin okuma alışkanlığına yönelik tutumlarının belirlenmesi, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı 26, 113-124.
  • Bamberger, R. (1975). Promoting the reading habit. France: The Unesco Press.
  • Baş, G. (2012). Reading attitudes of high school students: an analysis from different variables, International Journal on New Trends in Education and Their İmplications, 3(2), 47-58.
  • Balcı, A. (2013). Okuma ve anlama eğitimi. Ankara: Pegem Akademi.
  • Baron, N.; Calixte, R. & Havewala, M. (2017). The persistence of print among university students: an exploratory study, Telematics and Informatics 34, 590- 604.
  • Bashiruddin, A. (2018). Teacher development and teacher education in developing countries. London: Palgrave Macmillan.
  • Bayat, N. ve Çetinkaya, G. (2018). Reading habits and preferences of secondary school students, Elementary Education Online, 17(2), 984-1001.
  • Blachowicz, C.; Bates, A.; Berne, J.; Bridgman, T.; Chaney, J. & Perney, J. (2009). Technology and at-risk young readers and their classrooms, Reading Psychology 30, 387–411.
  • Bippert, K. & Harmon, J. (2017). Middle school teachers’ perceptıons of computer-assisted reading intervention programs, Reading Psychology 38, 203–230.
  • Boerma, I.; Mol, S. & Jolles, J. (2015). Teacher perceptions affect boys’ and girls’ reading motivation differently, Reading Psychology 37, 547–569.
  • Bussert-Webb, K.& Zhang, Z. (2016). Reading attitudes of texas high school students, Reading Psychology 37, 424–448.
  • Burns, A. & Siegel, J. (2018). International perspectives on teaching the four skills in ELT. Switzerland: Palgrave Macmillan.
  • Büyüköztürk, Ş.; Çakmak Kılıç, E.; Akgün, Ö.A.; Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. (11. Baskı). Ankara: Pegem Akademi Yayınları.
  • Chotitham, S.& Wongwanich, S. (2014). The reading attitude measurement for enhancing elementary school students’ achievement, 5th world conference on educational sciences (WCES 2013), Procedia-Social and Behavioral Sciences 116, 3213-3217.
  • Ciampa, K. (2016). Motivating grade 1 children to read: exploring the role of choice, curiosity and challenge in mobile Ebooks. Reading Psychology 37,665–705.
  • Coddington, C.& Guthrie, J. (2009). Teacher and student perceptıons of boys’ and girls’ reading motivation. Reading Psychology 30, 225–249.
  • Çelik, M. E. ve Urhan, İ. (2014). Öğretmen adaylarının kitap okuma kültürlerinin değerlendirilmesi (Samsun ili örneği), Uluslararası Gençlik ve Kültürel Mirasımız Kongresi (16-18 Ağustos 2014) Bildirileri, Cilt:1, 273-280.
  • Çubukçu, F. (2012). Teaching skills. Ankara: Nobel Akademik Yayıncılık.
  • Dhanapala, K. V.& Hırakawa, Y. (2016). L2 reading motivation among srı lankan university students, Reading Psychology 37, 202–229.
  • Doğan, B. (2014). Öğretmen adaylarının kitap okumanın önemine ilişkin gerekçeleri, Bilgi Dünyası, 15(1), 159- 175.
  • Erdem, A. (2015). A research on reading habits of university students: (sample of Ankara University and Erciyes University). Procedia- Social and Behavioral Sciences 174, 3983-3990.
  • Fives, A. (2016). Modeling the interaction of academic self-beliefs, frequency of reading at home, emotional support and reading achievement: an RCT study of at-risk early readers in first grade and second grade. Reading Psychology 37, 339–370.
  • Florence, F.; Adesola, O.; Alaba, H.& Adewumi, O. (2017). A survey on the reading habits among colleges of education students in the ınformation age. Journal of Education and Practice, 8(8), 106- 110.
  • Gambrell, L., P.; Barbara, M.; Codling, R.M.& Mazzoni, A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533.
  • Göçer, A. (2018). Türkçe eğitiminde ölçme ve değerlendirme (2. Basım). Ankara: Pegem Akademi Yayınları.
  • Göçer, A. (2007). Bir öğrenme alanı olarak anlama eğitimi ve Türkçe öğretimindeki yeri. Sosyal Bilimler Enstitüsü Dergisi, Sayı: 23, 17-39.
  • Göçer, A. ve Tabak, G. (2013). Öğretmen adaylarının ‘görsel okuryazarlık’ ile ilgili algıları. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(11), 518- 541.
  • Güneş, F. (2009). Hızlı okuma ve anlamı yapılandırma. Ankara: Nobel Yayınları.
  • Harmon, J.; Wood, K.; Smith, K.; Zakaria, N.; Ramadan, K.&Sykes, M. (2016). Teaching and learning in high school reading classes: perspectives of teachers and students, Reading Psychology 37, 962–994.
  • Huang, S.; Capps, M.; Blacklock, J.& Garza, M. (2014). Reading habits of college students in the unıted states, Reading Psychology 35, 437–467.
  • Kayoko, F.;Bowers, E.;Ann, N.&Gustavo, L. (2010). Teacher beliefs about reading motivation and their enactment in classrooms: the development of a survey questionnaire. Reading Psychology 31, 93-120.
  • Karadeniz, A. ve Can, R. (2015). A research on book reading habits and media literacy of students at the faculty of education, Procedia- Social and Behavioral Sciences 174, 4058- 4067.
  • Kelley, M. & Decker, E. (2009). The current state of motivation to read among middle school students, Reading Psychology 30, 466–485.
  • Kember, D. (2016). Understanding the nature of motivation and motivating students through teaching and learning in higher education. London: Springer.
  • Kırmızı, F.S.; Akkaya, N.; Bıçak, E. ve İşçi, C. (2014). Teacher candidates’ attitudes towards reading habit (case of Dokuz Eylul and Pamukkale Universities), 5th World Conference Educational Sciences (WCES- 2013), Procedia-Social and Behavioral Sciences 116, 127-131.
  • Kim, H. (2016). The relationships between korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology 37, 1162-1195.
  • Krach, K.; Mccreery, M.; Loe, S.& Jones, P (2016). Do dispositional characteristics influence reading? examining the impact of personality on reading fluency. Reading Psychology 37, 470-486.
  • Kutay, V. (2014). A survey of the reading habits of turkish high school students and an examination af the efforts to encourage them to read. Doctor of Philosophy, Lounghborough of University.
  • Lebor, M. (2017). Classroom behaviour management in the post-school sector. Switzerland: Palgrave Macmillan.
  • Majid, Shaheen& Tan, Venus (2007). Understanding the reading habits of children in Singapore, Journal of Educational Media&Library Sciences, 45(2), 187-198.Morni, A.& Sahari, S. (2013). The impact of living environment on reading attitudes, Procedia- Social and Behavioral Sciences 101, 415-425.
  • Nathanson, S.; Pruslow, J.& Levitt, R. (2008). The reading habits and literacy attitudes of inservice and prospective teachers. Journal of Teacher Education, 59(4), 313- 321.
  • Ng, C. & Bartlett B. (2017). Improving reading and reading engagement in the 21st Century. Singapore: Springer Nature.
  • Odabaş, H.; Odabaş, Y. ve Polat, C. (2008). Üniversite öğrencilerinin okuma alışkanlığı: Ankara Üniversitesi Örneği. Bilgi Dünyası, 9(2), 431-465.
  • Okur, A. (2013). Yaşam boyu okuma eğitimi. Ankara: Pegem Akademi.
  • Owusu-Acheaw, M. (2014). Reading habits among students and its effect on academic performance: a study of students of Koforidua Polytechnic, Library Philosophy and Practice (E-Journal), 1130.
  • Özdemir, E. (2018). Eleştirel okuma (11. Basım). Ankara: Bilgi Yayınevi.
  • Öztürk, G.; Hill, S. &Yates, G. (2016). Family context and five-year-old children’s attitudes toward literacy when they are learning to read, Reading Psychology 37, 487-509.
  • Palani, K. K. (2012) Promising reading habits and creating literate social, International Reference Research Journal, 2(1), 91.
  • Pfost, M.; Schiefer, I.& Artelt, C. (2016). Intergenerational continuity in attitudes toward reading and reading behavior. Learning and Individual Differences 51, 179- 188.
  • Proust, M. (2014). Okuma Günleri (Çev.: Murat Erşen). İstanbul: Aylak Adam Kültür Sanat Yayıncılık.
  • Ridwan, F. Z.T.& Gultom, U.A. (2017). Reading habits in digital era: a research on the students in Borneo University. Language and Language Teaching Journal, 20(2), 147- 157.
  • Samiei, S.; Bush, A.; Sell, M.& Imig, D. (2015). Examining the association between the imagination library early childhood literacy program and kindergarten readiness. Reading Psychology 37, 601–626.
  • Sayın, H. ve Göçer, A. (2016). Medya okuryazarlığı becerilerinin ilköğretim (6, 7 ve 8. sınıflar) Türkçe dersi öğretim programı (2006) içerisindeki yeri, Milli Eğitim, 212, 115- 137.
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EVALUATION OF READING MOTIVATIONS OF TEACHER CANDIDATES: ERCIYES UNIVERSITY EXAMINATION

Year 2019, Volume: 16 Issue: 44, 332 - 358, 23.10.2019

Abstract

In this study, the reading views of the teacher
candidates studying in Turkish Education and Social Sciences were determined in
the context of the text type and reading purpose and examined reading attitude
profiles. The research was designed as a quantitative study in the direction of
screening. The study population consisted of 75 pre-service teachers. The data
collection tool formu ‘Motivation to Read Profile’ adapted by Ülper and
Çeliktürk (2013) was used. Descriptive statistics were used to analyze the data
and the data were evaluated in IBM SPSS Statistics 21 statistical package
program. Chi- Square test was used to test the normality of the data and
appropriate statistical tests were performed. In the study, 85% of the
prospective teachers were found to have high reading motivation; however, it
was concluded that most of them only read to do homework and therefore went to
the library. While reading, the more narrative texts of Turkish teacher
candidates (69.4%); It was determined that the candidates in social studies
preferred informative text type (73.7%). In both chapters, although the reading
motivation of the prospective teachers is high, the number of books read, the
time of reading, the purpose of reading, etc. are read. The difference in the
preferences for the criteria was not significant.

References

  • Akarsu, O. ve Darıyemez, T. (2014). The reading habits of universty students studying english language and literatüre in the digital age, Journal of Language and Liguistic Studies, 10(2), 85-99.
  • Akpınar, R. (2012). Anketler ve anket soruları. Ankara: Nobel Akademik Yayıncılık.
  • Aram, D. & Meidan, I.C.& Deitcher, D. (2016). A comparison between homeschooled and formally schooled kindergartners: children’s early literacy, mothers’ beliefs, and writing mediation, Reading Psychology 37, 995-1024.
  • Arslan, Y.; Çelik, Z. ve Çelik, E. (2009). Üniversite öğrencilerinin okuma alışkanlığına yönelik tutumlarının belirlenmesi, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı 26, 113-124.
  • Bamberger, R. (1975). Promoting the reading habit. France: The Unesco Press.
  • Baş, G. (2012). Reading attitudes of high school students: an analysis from different variables, International Journal on New Trends in Education and Their İmplications, 3(2), 47-58.
  • Balcı, A. (2013). Okuma ve anlama eğitimi. Ankara: Pegem Akademi.
  • Baron, N.; Calixte, R. & Havewala, M. (2017). The persistence of print among university students: an exploratory study, Telematics and Informatics 34, 590- 604.
  • Bashiruddin, A. (2018). Teacher development and teacher education in developing countries. London: Palgrave Macmillan.
  • Bayat, N. ve Çetinkaya, G. (2018). Reading habits and preferences of secondary school students, Elementary Education Online, 17(2), 984-1001.
  • Blachowicz, C.; Bates, A.; Berne, J.; Bridgman, T.; Chaney, J. & Perney, J. (2009). Technology and at-risk young readers and their classrooms, Reading Psychology 30, 387–411.
  • Bippert, K. & Harmon, J. (2017). Middle school teachers’ perceptıons of computer-assisted reading intervention programs, Reading Psychology 38, 203–230.
  • Boerma, I.; Mol, S. & Jolles, J. (2015). Teacher perceptions affect boys’ and girls’ reading motivation differently, Reading Psychology 37, 547–569.
  • Bussert-Webb, K.& Zhang, Z. (2016). Reading attitudes of texas high school students, Reading Psychology 37, 424–448.
  • Burns, A. & Siegel, J. (2018). International perspectives on teaching the four skills in ELT. Switzerland: Palgrave Macmillan.
  • Büyüköztürk, Ş.; Çakmak Kılıç, E.; Akgün, Ö.A.; Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. (11. Baskı). Ankara: Pegem Akademi Yayınları.
  • Chotitham, S.& Wongwanich, S. (2014). The reading attitude measurement for enhancing elementary school students’ achievement, 5th world conference on educational sciences (WCES 2013), Procedia-Social and Behavioral Sciences 116, 3213-3217.
  • Ciampa, K. (2016). Motivating grade 1 children to read: exploring the role of choice, curiosity and challenge in mobile Ebooks. Reading Psychology 37,665–705.
  • Coddington, C.& Guthrie, J. (2009). Teacher and student perceptıons of boys’ and girls’ reading motivation. Reading Psychology 30, 225–249.
  • Çelik, M. E. ve Urhan, İ. (2014). Öğretmen adaylarının kitap okuma kültürlerinin değerlendirilmesi (Samsun ili örneği), Uluslararası Gençlik ve Kültürel Mirasımız Kongresi (16-18 Ağustos 2014) Bildirileri, Cilt:1, 273-280.
  • Çubukçu, F. (2012). Teaching skills. Ankara: Nobel Akademik Yayıncılık.
  • Dhanapala, K. V.& Hırakawa, Y. (2016). L2 reading motivation among srı lankan university students, Reading Psychology 37, 202–229.
  • Doğan, B. (2014). Öğretmen adaylarının kitap okumanın önemine ilişkin gerekçeleri, Bilgi Dünyası, 15(1), 159- 175.
  • Erdem, A. (2015). A research on reading habits of university students: (sample of Ankara University and Erciyes University). Procedia- Social and Behavioral Sciences 174, 3983-3990.
  • Fives, A. (2016). Modeling the interaction of academic self-beliefs, frequency of reading at home, emotional support and reading achievement: an RCT study of at-risk early readers in first grade and second grade. Reading Psychology 37, 339–370.
  • Florence, F.; Adesola, O.; Alaba, H.& Adewumi, O. (2017). A survey on the reading habits among colleges of education students in the ınformation age. Journal of Education and Practice, 8(8), 106- 110.
  • Gambrell, L., P.; Barbara, M.; Codling, R.M.& Mazzoni, A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533.
  • Göçer, A. (2018). Türkçe eğitiminde ölçme ve değerlendirme (2. Basım). Ankara: Pegem Akademi Yayınları.
  • Göçer, A. (2007). Bir öğrenme alanı olarak anlama eğitimi ve Türkçe öğretimindeki yeri. Sosyal Bilimler Enstitüsü Dergisi, Sayı: 23, 17-39.
  • Göçer, A. ve Tabak, G. (2013). Öğretmen adaylarının ‘görsel okuryazarlık’ ile ilgili algıları. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(11), 518- 541.
  • Güneş, F. (2009). Hızlı okuma ve anlamı yapılandırma. Ankara: Nobel Yayınları.
  • Harmon, J.; Wood, K.; Smith, K.; Zakaria, N.; Ramadan, K.&Sykes, M. (2016). Teaching and learning in high school reading classes: perspectives of teachers and students, Reading Psychology 37, 962–994.
  • Huang, S.; Capps, M.; Blacklock, J.& Garza, M. (2014). Reading habits of college students in the unıted states, Reading Psychology 35, 437–467.
  • Kayoko, F.;Bowers, E.;Ann, N.&Gustavo, L. (2010). Teacher beliefs about reading motivation and their enactment in classrooms: the development of a survey questionnaire. Reading Psychology 31, 93-120.
  • Karadeniz, A. ve Can, R. (2015). A research on book reading habits and media literacy of students at the faculty of education, Procedia- Social and Behavioral Sciences 174, 4058- 4067.
  • Kelley, M. & Decker, E. (2009). The current state of motivation to read among middle school students, Reading Psychology 30, 466–485.
  • Kember, D. (2016). Understanding the nature of motivation and motivating students through teaching and learning in higher education. London: Springer.
  • Kırmızı, F.S.; Akkaya, N.; Bıçak, E. ve İşçi, C. (2014). Teacher candidates’ attitudes towards reading habit (case of Dokuz Eylul and Pamukkale Universities), 5th World Conference Educational Sciences (WCES- 2013), Procedia-Social and Behavioral Sciences 116, 127-131.
  • Kim, H. (2016). The relationships between korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology 37, 1162-1195.
  • Krach, K.; Mccreery, M.; Loe, S.& Jones, P (2016). Do dispositional characteristics influence reading? examining the impact of personality on reading fluency. Reading Psychology 37, 470-486.
  • Kutay, V. (2014). A survey of the reading habits of turkish high school students and an examination af the efforts to encourage them to read. Doctor of Philosophy, Lounghborough of University.
  • Lebor, M. (2017). Classroom behaviour management in the post-school sector. Switzerland: Palgrave Macmillan.
  • Majid, Shaheen& Tan, Venus (2007). Understanding the reading habits of children in Singapore, Journal of Educational Media&Library Sciences, 45(2), 187-198.Morni, A.& Sahari, S. (2013). The impact of living environment on reading attitudes, Procedia- Social and Behavioral Sciences 101, 415-425.
  • Nathanson, S.; Pruslow, J.& Levitt, R. (2008). The reading habits and literacy attitudes of inservice and prospective teachers. Journal of Teacher Education, 59(4), 313- 321.
  • Ng, C. & Bartlett B. (2017). Improving reading and reading engagement in the 21st Century. Singapore: Springer Nature.
  • Odabaş, H.; Odabaş, Y. ve Polat, C. (2008). Üniversite öğrencilerinin okuma alışkanlığı: Ankara Üniversitesi Örneği. Bilgi Dünyası, 9(2), 431-465.
  • Okur, A. (2013). Yaşam boyu okuma eğitimi. Ankara: Pegem Akademi.
  • Owusu-Acheaw, M. (2014). Reading habits among students and its effect on academic performance: a study of students of Koforidua Polytechnic, Library Philosophy and Practice (E-Journal), 1130.
  • Özdemir, E. (2018). Eleştirel okuma (11. Basım). Ankara: Bilgi Yayınevi.
  • Öztürk, G.; Hill, S. &Yates, G. (2016). Family context and five-year-old children’s attitudes toward literacy when they are learning to read, Reading Psychology 37, 487-509.
  • Palani, K. K. (2012) Promising reading habits and creating literate social, International Reference Research Journal, 2(1), 91.
  • Pfost, M.; Schiefer, I.& Artelt, C. (2016). Intergenerational continuity in attitudes toward reading and reading behavior. Learning and Individual Differences 51, 179- 188.
  • Proust, M. (2014). Okuma Günleri (Çev.: Murat Erşen). İstanbul: Aylak Adam Kültür Sanat Yayıncılık.
  • Ridwan, F. Z.T.& Gultom, U.A. (2017). Reading habits in digital era: a research on the students in Borneo University. Language and Language Teaching Journal, 20(2), 147- 157.
  • Samiei, S.; Bush, A.; Sell, M.& Imig, D. (2015). Examining the association between the imagination library early childhood literacy program and kindergarten readiness. Reading Psychology 37, 601–626.
  • Sayın, H. ve Göçer, A. (2016). Medya okuryazarlığı becerilerinin ilköğretim (6, 7 ve 8. sınıflar) Türkçe dersi öğretim programı (2006) içerisindeki yeri, Milli Eğitim, 212, 115- 137.
  • Schaffner, E.& Schiefele, U. (2016). The contributions of intrinsic and extriniıc reading motivation to the development of reading competence over summer vacation. Reading Psychology 37, 917–941.
  • Schneider, D.; Chambers, A.; Mather, N.; Bauschatz, R.; Bauer, M.& Doan, L. (2016). The effects of an ICT-based reading intervention on students’ achievement in grade two. Reading Psychology 37, 798–831.
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There are 75 citations in total.

Details

Primary Language Turkish
Journal Section Araştırma Makaleleri
Authors

Rahime Şentürk 0000-0003-3426-3629

Ali Göçer 0000-0002-6880-2611

Publication Date October 23, 2019
Published in Issue Year 2019 Volume: 16 Issue: 44

Cite

APA Şentürk, R., & Göçer, A. (2019). ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 332-358.
AMA Şentürk R, Göçer A. ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. October 2019;16(44):332-358.
Chicago Şentürk, Rahime, and Ali Göçer. “ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 16, no. 44 (October 2019): 332-58.
EndNote Şentürk R, Göçer A (October 1, 2019) ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 16 44 332–358.
IEEE R. Şentürk and A. Göçer, “ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 16, no. 44, pp. 332–358, 2019.
ISNAD Şentürk, Rahime - Göçer, Ali. “ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 16/44 (October 2019), 332-358.
JAMA Şentürk R, Göçer A. ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2019;16:332–358.
MLA Şentürk, Rahime and Ali Göçer. “ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 16, no. 44, 2019, pp. 332-58.
Vancouver Şentürk R, Göçer A. ÖĞRETMEN ADAYLARININ OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ: ERCİYES ÜNİVERSİTESİ ÖRNEĞİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2019;16(44):332-58.

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