Türkçe Eğitimi Alanında Çalışan Akademisyenlerin Z Kuşağı Türkçe Öğretmenliği Öğrencilerine Yönelik Deneyimleri
Experiences of Academicians Working in the Field of Turkish Education Related to Generation Z Students in Turkish Language Teaching Programs

Summary/Abstract: This study aims to describe the perceptions and experiences of academics in the field of Turkish language education regarding Generation Z pre-service Turkish language teachers. Designed within the qualitative research tradition, the study adopts a phenomenological approach. Participants were selected through purposive sampling, and data were collected via open-ended, in-depth interviews. The study draws on the experiences and evaluations of six academics working in the field of Turkish language education at public universities in Türkiye concerning Generation Z pre-service Turkish language teachers. The interviews were conducted using an audio recording device, and the recorded data were transcribed verbatim. Subsequently, content analysis was employed to generate themes. The findings were organized under six main themes and twelve sub-themes. The main themes were labeled as the general characteristics of the generation, communication skills, academic achievement, intergenerational conflict, academics’ strategies for conflict resolution, and other factors contributing to conflicts experienced with the generation. The results indicate that participants identified humor, persuasiveness, and digital skills as positive characteristics of Generation Z, whereas a lack of critical questioning, a tendency toward convenience, low sense of responsibility, and deficiencies in attention and motivation were highlighted as negative characteristics. Participants further emphasized that Generation Z differs from previous generations due to several factors, particularly their upbringing, digitalization, and the global pandemic.

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