Abstract

The world has been changing, information sources have been diversifying; and the importance of reading book has been gradually increasing. Books’ constituting a place in life children as vitally important in developing their learning and imagination depends upon their close surrounding and essentially their learning Turkish. Therefore, in this study, the perceptions of pre-service Turkish teachers related to literary qualified children’s books were tried to be determined. The study was a phenomenological research carried out benefiting from the qualitative research tradition. The sample of the study that was carried out in a state university in Anatolia included 27 students chosen through maximum variation sampling among the students studying at Turkish Teaching department of the relevant state university. Data of the research were collected through open ended written interview form and semi-structured interview form; and the obtained data were coded and categorized performing content analysis. At the end of the study, it was revealed that pre-service Turkish teachers emphasized educative dimension of literary qualified children’s books as well as their content properties through the metaphors they used and relatively kept the properties such as language and narration in the background.

This work is licensed under a Creative Commons Attribution 4.0 License.