In this study, Turkish prospective teachers were asked to summarize the explanations in the Turkish lesson curriculum in order to determine how they summarize an informative text. In the research, "real case study" was used to determine the situations of pre-service teachers about summarizing, and prospective teachers selected through typical case sampling voluntarily participated in the study. Each sentence in the summary texts was read with meaning, and the connection of the sentence with the previous and next sentence or meaning was checked. As a result of this analysis, the themes of "Formal Analysis", "Content", "Grammar-Spelling", "Review", "Summarizing Understandings" and "Reading" were reached. In the findings, it was seen that the student teachers used the title in the summary texts, preferred the purpose behavior in the selection of the title, and the students who preserved the shape features of the main text also preserved the title structure. It was determined that the prospective did not state their purpose of making the summary in the introduction parts of the summary texts and they did not gather the text in the conclusion part. It was determined that the prospective used different text summarization strategies together in creating the content, they adhered to the style of the main text writer, and they were objective in the narration. In the sub-headings of punctuation, spelling and coherence, it was seen that the summary texts of the prospective contained many errors. It was determined that these students' perceptions of the summary text varied, but mostly they thought of the summary as an abbreviated version of the main text. It was determined that the majority of the students read the entire main text while creating the summary text and the summary texts reflected the main text, but the texts that emerged after the summary were not reviewed.

Text summarization, summarizing, summarizing strategies, Turkish lesson curriculum, Turkish teaching