Pre-Service Teachers' Online Reading Comprehension Practices and Beliefs about Their Future Classrooms


ULUSOY M., DEDEOĞLU H.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.30, no.4, pp.67-79, 2015 (SSCI) identifier identifier

Abstract

The purpose of this study is twofold: The first purpose is to investigate pre-service teachers' online reading comprehension practices. Secondly, pre-service teachers' perceptions about the use of online literacy and comprehension strategies in their future classrooms are investigated. The subjects of the study were 495 voluntary pre-service teachers selected from the department of classroom teacher education in one of the major universities in Ankara in 2011. The pre-service teachers' use of online reading strategies was measured by using "The Online Reading Comprehension Strategies Survey." The results revealed that: (a) majority of the subjects selected online materials to read because reading, editing, and using online material is easier, (b) the pre-service teachers used 41 of the 46 online reading comprehension strategies most of the time, (c) there was no significant difference between pre-service teachers who preferred to read online and paper-based materials regarding practicing online reading comprehension strategies, (d) the fourth year pre-service teachers used the online reading comprehension strategies the most frequently, and (e) all of the interviewed pre-service teachers were willing to teach online literacy and comprehension strategies in their future classrooms.