Akademik Veri Yönetim Sistemi
Journal of Teacher Education and Lifelong Learning, cilt.7, sa.1, ss.43-52, 2025 (Hakemli Dergi)
The aim of this study was to determine prospective Turkish language teachers’ perceptions of the concept of
summarization. The study group consisted of 139 teacher candidates enrolled in the 1st, 2nd, 3rd, and 4th grades of
the Turkish Language Teaching department in the faculty of education of a state university in 2019. A
phenomenological design, a qualitative research pattern, was employed in the research. The data analysis was
conducted using the Nvivo 10 software. Research data was gathered through a standardized open-ended interview
form consisting of three questions. The research findings indicated that the students predominantly summarize based
on what they read (f=76), and hear (f=19), from books (f=12), and events (f=12). Regarding the definition of
summarization, the students mostly defined it as “writing without changing the essence” (f=84), “shortening” (f=81),
and “writing essential parts” (f=51). The identified rationales for summarization were primarily “providing
opportunities for permanent learning” (f=65), “preventing waste of time” (f=48), and “remembering essential parts”
(f=39). As for summarization rules, the students mostly paid attention “not to deviate from the main idea” (f=69),
“to write essential parts” (f=64), and “to remove unessential parts” (f=57)