The aim of the research is to teach the participants how to use the strategies to write a story and how to evaluate their story according to these strategies. For these purposes, the strategy training was given and a rubric was developed to evaluate the effectiveness of this strategy training and the stories. The study was conducted according to the mixed research method in which a qualitative and quantitative data collection process was used together. In order to determine the effectiveness and functionality of strategies, a seven-week training course was organized with 30 Turkish teacher candidates. The stories written at the end of the strategy training were examined in detail with the rubric. As a result of the examination, it was seen that story writing training given according to cognitive and metacognitive/affective strategies supports the participants’ story writing skills. At the same time, it was determined that the rubric which was developed is a functional measurement tool to evaluate the stories in a suitable and effective manner. Based on this result, it has been suggested that further education related to cognitive and metacognitive/affective strategies should be given in order to support the prospective teachers’ qualifications regarding writing education in vocational education processes.
Cognitive/metacognitive/affective strategies, writing skills, rubric.