Author:
Abstract
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.
Keywords
Abstract
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.