Reading can be described as getting meaning from written symbols in the classic sense. But today, information is changing rapidly and orienting in various ways through general networking, media, printed materials and so on. Therefore it is not enough alone to make sense of text. Today, to correctly understand what individuals read, to discuss accuracy and reliability of thoughts in the book, be able to query the information given by the work, to determine the purpose of author correctly, to explain the cause and effect relationships between events and concepts, to determine conflicting statements in the work has become a much more important. In this context, especially teachers and preservice teachers need to be higly critical reading self-efficacy perception. Because teachers and preservice teachers undertake decisive role in the relationship between students and books. To be conscious about the critical reading self-efficacy perception will provide to meet with more qualified and reliable work for students. In this context, the aim of this paper is defined as to examine the impact of the collaborative reading circle effect on preservice teachers' critical reading self efficacy perception. In this paper quasi experimental stduy method was preferred and research was designed semi-experimental pretest posttest control group design. The study was conducted on 103 Turkish preservice teachers who are receiving education in Dumlupınar University Faculty of Education. Paper's datas were collected through Critical Reading Self-Efficacy Perception Scale which has developed by Karadeniz (2014). According to the findings, collaborative reading circle technique has been effective in developing preservice teachers' critical reading self efficacy perceptions.
Reading circle, critical reading, self efficacy, preservice teachers.