Sınıf Öğretmeni Adaylarının Yazma Becerilerinin Hikâye Ağacı ile Geliştirilmesi

The aim of this study is to enhance the writing skills of pre-service primary school teachers through the use of the story-tree technique. In line with this purpose, the research was conducted using the exploratory sequential design, one of the mixed-method research designs. The sample of the study consisted of pre-service primary school teachers enrolled at a university in Istanbul. In the qualitative phase of the research, 55 pre-service teachers were asked to write stories on the theme of “sharing.” The stories they produced were examined, and those who scored below 2.50 were included in the quantitative phase of the study. Following the pre-test, the participants in the quantitative phase received instruction on story elements and the use of the story tree. The importance of employing the story tree during the pre-writing stage was emphasized. Over a six-week period, the pre-service teachers wrote stories by utilizing the story tree in the pre-writing phase. Each week, they spent one hour working on the story tree and one hour writing their stories, resulting in a total of 12 hours of instruction. In the final stage of the quantitative phase, participants were asked to write stories on the theme of “hospitality.” These stories were assessed using the Writing Skills Assessment Rubric developed by Uysal (2022). The findings indicated that the intervention led to an improvement in the participants’ story-writing skills.