摘要：Turkish Language and Literature courses are structured upon the constructivist approach and activity approach in line with the learning areas. For this reason, it is expected that teacher candidates will be able to prepare activities according to learning areas and in line with the learning outcomes supported by methods and techniques in order to form a lesson plan. The aim of this study is to determine the learning outcome preferences of the Turkish Language and Literature teacher candidates in the activities they prepare in line with learning areas and their compatibility with the activity process. It is structured as case study. This study consists of 30 teacher candidates who took Special Education Methods courses in Yıldız Technical University Faculty of Education in 2017-2018 academic year. The research objects of the study consist of reading, writing, listening and speaking activities, and observation notes in 15 lesson plans prepared by the teacher candidates in the study group. Teacher candidates were asked to design lesson plans with activities for four learning areas, to select a sample among the list of 100 fundamental works in order to develop an activity and to use these examples in the classrooms for the activity. Teacher candidates were free for selecting readings, choosing works and determining class level. In the study, document analysis was used as a data collection tool, and which achievements and how often they were used by teacher candidates were determined by content analysis. In order to evaluate the consistency of the outcomes with the activity process, a graded scale was formed as a data collection tool in line with the opinions of the field experts. The concordance of the activity process and the outcomes was evaluated by three experts as “compatible”, “partially compatible” and “incompatible”. As a result of the research, it has been determined that teacher candidates are limited in the choice of learning outcomes and matching them with the activity process. It is thought that teacher candidates should take different courses for Turkish language and literature education in order to recognize their learning areas and develop activities accordingly.
其他摘要：Türk Dili ve Edebiyatı dersleri öğrenme alanları doğrultusunda yapılandırmacı yaklaşım ekseninde ve etkinlik yaklaşımı aracılığı ile gerçekleştirilmektedir. Bu sebeple dersin öğretmen adaylarının ders planı geliştirebilmeleri için öğrenme alanlarına göre
关键词：Turkish Language and Literature curriculum; Learning Areas; Activities; Learning Outcome
其他关键词：Türk Dili ve Edebiyatı Öğretim Programı; Öğrenme Alanları; Etkinlik; Kazanım
