Okuma Eğitiminde Alımlama Estetiği
Reception Aesthetics in Reading Education

Summary/Abstract: The knowledge and experience of Turkish teachers in the domain of reception aesthetics constitutes a pivotal element in determining the quality of reading education they will offer their students. The theory of reception aesthetics, which is characterised by its multidimensional aspect and its positioning at the intersection of literature and language education, provides a perspective that prioritises a range of reading competencies, with a particular emphasis on creative reading skills. Furthermore, it offers students a convenient platform from which to adopt a multidimensional, questioning and critical reading attitude. Furthermore, it can be posited that reading experiences undertaken from the perspective of reception aesthetics, a reader-focused approach, have the capacity to cultivate metacognitive questioning and self-assessment skills in students. However, the knowledge and experience of Turkish teachers on this subject have not been examined separately. The objective of this study, which was conducted in response to this identified deficit, is to ascertain the extent of Turkish teachers' knowledge of reception aesthetics and to examine the extent to which Turkish teachers benefit from reception aesthetics in reading education. A mixed method approach was adopted in the study, with a concurrent model being utilised. Participants were determined according to the criterion sampling method, and 102 volunteer Turkish teachers working in public schools in the central districts of Kayseri province in the 2024-2025 academic year participated in the study. The data presented herein were collected through the utilisation of a semi-structured interview form and a survey form developed by the researchers. The data obtained from the interviews was analysed using content analysis, while the data obtained from the survey form was analysed using the Microsoft Excel programme. In the semi-structured interviews conducted, the participants provided a preponderance of definitions related to cognition and intelligence, while definitions related to teachers, texts, language skills other than reading, and creative reading skills were least prevalent. The arithmetic means of the responses given by the participants to the items in the survey form was calculated, and it was determined that the general arithmetic mean was 4.36. As indicated by the responses given by the participants to the survey form, the twenty-sixth item exhibited the lowest arithmetic mean, with an average of 3.71, while the thirty-seventh item demonstrated the highest arithmetic mean, with an average of 4.80. Following the conclusion of the study, it was evident that Turkish teachers' understanding of reception aesthetics fell short of the anticipated level. Furthermore, the integration of reception aesthetics into reading education was found to be inadequate. In this context, the following recommendations were made: - The provision of in-service training to develop teachers' knowledge and skills in reception aesthetics - The provision of appropriate conditions and environments for the use of reception aesthetics in reading education The encouragement of teachers to conduct literature research on reception aesthetics, to follow academic studies and to stay current with developments in the field The present study is original in the sense that it brings the knowledge and experiences of Turkish teachers regarding reception aesthetics in reading education to the agenda, and it exemplifies ways to develop aesthetic hearing and production skills in Turkish mother tongue education with its suggestions on the subject. It is hypothesised that the study will contribute to the fields of Turkish education and reading education, as well as to Turkish teachers.

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