Determining the Awareness of Preschool Teachers and Teacher Candidates for the Process of Reading Books to Children

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dc.contributor.authorGönen, Mübeccel Sara
dc.contributor.authorÖğütcen, Ayşegül
dc.contributor.authorAkbaba, Fikrinaz Damla
dc.contributor.authorÇelİk, Neslihan Nur
dc.date.accessioned2026-02-28T12:09:11Z
dc.date.available2026-02-28T12:09:11Z
dc.date.issued2024
dc.departmentBayburt Üniversitesi
dc.description.abstractThe aim of the study is to examine the awareness of preschool teachers and teacher candidates about the book reading process. The sample consists of 155 preschool teachers and 71 teacher candidates. The study is designed with mixed method research. The quantitative dimension of the research is the screening model and the qualitative dimension is the case study. The scores of book reading process awareness form were analyzed according to demographic characteristics. As a result of the analysis of the quantitative data, the preschool teachers’ book reading process awareness form scores did not differ significantly according to the variables of age, professional experience, and whether or not to take children’s literature lessons. Another finding showed that the preschool teacher candidates’ book reading process awareness form scores did not differ significantly according to age. In the qualitative dimension, detailed information about the book reading process of the teachers and teacher candidates was achieved from interviews with them. In the qualitative dimension of the study, as a result of the interviews with teachers and teacher candidate about the process of book reading, themes which are high level of efficiency, supporting learning, suitability for children, environments where teachers read books to children, book center, environment and supporting the child, points to be considered, practice-oriented, seeing outcomes, gaining experience, interest and opportunity, environments where teacher candidates read books to children and books operationalisation were obtained. © (2023), (T.C. Milli Egitim Bakanligi). All Rights Reserved.
dc.identifier.doi10.37669/MILLIEGITIM.1239719
dc.identifier.endpage1586
dc.identifier.issn13025600
dc.identifier.issue243
dc.identifier.scopus2-s2.0-85203019623
dc.identifier.scopusqualityQ4
dc.identifier.startpage1549
dc.identifier.urihttps://doi.org/10.37669/MILLIEGITIM.1239719
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5857
dc.identifier.volume53
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherT.C. Milli Egitim Bakanligi
dc.relation.ispartofMilli Egitim
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260218
dc.subjectbook reading process
dc.subjectearly childhood
dc.subjectinteractive book reading
dc.subjectpreschool
dc.titleDetermining the Awareness of Preschool Teachers and Teacher Candidates for the Process of Reading Books to Children
dc.title.alternativeOkul Öncesi Öğretmenleri ve Öğretmen Adaylarının Çocuklara Kitap Okuma Sürecine Yönelik Farkındalıklarının Belirlenmesi
dc.typeArticle

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