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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2016 / Cilt: 17 - Sayı: 2

Pre-Service Early Childhood Teachers’ Views about Integrated Curriculum

Okul Öncesi Öğretmen Adaylarının Bütünleştirilmiş Program Hakkındaki Görüşleri

Elif YILMAZTEKİN
Feyza ERDEN
Pages
33–49
Publication Date
2016-05-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Moreover, they believed that early childhood teachers generally used integrated curriculum in their classroom practices such as in drama, literacy, and science activities

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The goal of this study is to focus on pre-service early childhood teachers’ views on the place of integrated curriculum in Turkish National Curriculum.
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Key Findings & Data:The participants were 30 pre-service teachers enrolled in an Early Childhood Education program in a public university in Turkey.
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Conclusion & Impact:Moreover, they believed that early childhood teachers generally used integrated curriculum in their classroom practices such as in drama, literacy, and science activities
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:integrated curriculum · early childhood education · pre-service education

Abstract

The goal of this study is to focus on pre-service early childhood teachers’ views on the place of integrated curriculum in Turkish National Curriculum. The participants were 30 pre-service teachers enrolled in an Early Childhood Education program in a public university in Turkey. For this study, qualitative research design was used to explore preservice early childhood teachers’ views about integrated curriculum. The data were collected through reflection papers written by 20 pre-service early childhood teachers about the implementation of integrated curriculum in early childhood settings and interviews with ten pre-service teachers. The findings of the analysis indicated that preservice teachers thought that integrated curriculum is a part of preschool curriculum. Most of them focused on the positive effects of integrated curriculum on children’s learning progress. Moreover, they believed that early childhood teachers generally used integrated curriculum in their classroom practices such as in drama, literacy, and science activities

Özet

Bu çalışmanın amacı, okul öncesi öğretmen adaylarının bütünleştirilmiş programın Okul Öncesi Eğitim Programındaki yeri hakkındaki görüşlerinin ortaya çıkarılmasıdır. Bu çalışmanın katılımcılarını, Türkiye’de bulunan bir devlet üniversitesinin, Okul Öncesi Öğretmenliği Programına kayıtlı 30 okul öncesi öğretmen adayları oluşmaktadır. Bu çalışmada, okul öncesi öğretmen adaylarının bütünleştirilmiş program hakkındaki görüşlerine ulaşmak için nitel araştırma yöntemi kullanılmıştır. Çalışmanın verileri, 20 okul öncesi öğretmen adayının okul öncesi eğitim kurumlarında bütünleştirilmiş programın uygulanması ile ilgili yazmış oldukları yazılı dökümanlar ve 10 okul öncesi öğretmen adayı ile yapılan mülakatlar yoluyla toplanmıştır. Çalışmanın sonucu, okul öncesi öğretmen adaylarının bütünleştirilmiş programı anaokulu müfredatının bir parçası olarak düşündüklerini göstermektedir. Çoğu öğretmen adayı bütünleştirilmiş programın çocuğun öğrenme sürecine sağladığı olumlu etkiler üzerine odaklanmıştır. Bununla birlikte, okul öncesi öğretmenlerinin bütünleştirilmiş programı daha çok drama, edebiyat ve fen etkinliklerinde kullandıklarını düşünmektedirler.

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Cite This Article

YILMAZTEKİN, E., ERDEN, F. (2016). Pre-Service Early Childhood Teachers’ Views about Integrated Curriculum. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 17 - Sayı: 2, 33–49. https://ajindex.com/articles/263631

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