The attitudes of the candidates of teacher of Turkish towards the courses of written expression and the research on written skills

This study was conducted to determine the attitudes of the candidates of teacher of Turkish towards the courses of Written Expression and the level of their knowledge and skills of written expression. The study is a descriptive one. The environment of the study consists of the students of last grade attending to the department of Turkish Education at universities and the sampling consists of 570 students from faculties of education of 8 universities chosen randomly. According to the findings of the study, it was determined that the candidates of teacher of Turkish had the awareness that written expression is an improvable skill but that they complained about their lack of skills at written expression and that they believed they would have difficulty at their professional life. The candidates also expressed that they could not benefit adequately from the text written well and correctly at the courses and asked for an increase at the numbers and hours of the course. Most of the candidates complained that the classes were large and the applications concerning evaluation and assessment were not adequate enough while they believed that the courses of Written Expression improved their attitudes positively and they exhibited positive attitudes towards the courses of Written Expression. The average of general success for the knowledge of Written Expression for the candidates of teacher of Turkish was determined as 76%. Even if the level of written expression for the candidates of teachers with a percentage of 76% is thought to be a success, the fact that the knowledge attained for the competency of written expression cannot be turned into a skill means nothing. That?s why candidates? competency of being able to turn their abilities of written expression into skills was examined at the final part of the study. Concerning the findings obtained, it was determined that the candidates of teacher of Turkish at the First Education were more successful in creating written expression (composition) text suitable depending on the criteria composition compared to those at the Second Education. Finally, it can be expressed that the courses of Written Expression should be worked out in a neat and comprehensive way within the expectations of the students in order to educate qualified teachers of Turkish and that lecturers have a great responsibility in this context.