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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2015 / Cilt: 4 - Sayı: 2

Reading Habits of Scientific Studies For Pre-School Teachers

Okul Öncesi Öğretmenlerinin Bilimsel Çalışmalara Yönelik Okuma Alışkanlıkları*

A. Oğuzhan KILDAN
Berat AHİ
Pages
634–650
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

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

Teachers state reasons for not readings cientific researches as not having enough time, not being in need of reading them for they are doing thesame job for years, not reaching scientific research eseasily.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this research is to denote scientific research, published in the recent year, reading habits of pre-school teachers who work at elementary and preschools and to state whether they âre informed about researchers and using information that they have obtained.
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Key Findings & Data:Survey model has been used in the research. 36 preschool teachers (33 female, 3 maleteachers) working at elementary and preschools in central district of Kastamonu compose of the working group of the research. 32 teachers of them graduated from pre-school education programme and the rest graduated from child development programme.
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Conclusion & Impact:Teachers state reasons for not readings cientific researches as not having enough time, not being in need of reading them for they are doing thesame job for years, not reaching scientific research eseasily.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The aim of this research is to denote scientific research, published in the recent year, reading habits of pre-school teachers who work at elementary and preschools and to state whether they âre informed about researchers and using information that they have obtained. This is a qualitative research in tended for determining scientific research reading habits of pre-school teachers who work at elementary and preschools and the state of their being informed about these researches. Survey model has been used in the research. 36 preschool teachers (33 female, 3 maleteachers) working at elementary and preschools in central district of Kastamonu compose of the working group of the research. 32 teachers of them graduated from pre-school education programme and the rest graduated from child development programme. Within the purpose of this research, survey consisted of structured and semi-structured questions and prepared by researchers has been used to collect data. According to results, 24 of the teachers express that they have read scientific research related to their field in the recent year while 12 teachers state they have not read any scientific research related to their fields in the recent year. Teachers state reasons for not readings cientific researches as not having enough time, not being in need of reading them for they are doing thesame job for years, not reaching scientific research eseasily.

Özet

Bu çalışmanın amacı, ilköğretim okullarında ve anaokullarında görev yapan okul öncesi öğretmenlerinin son bir yıldaki bilimsel çalışmaları okuma alışkanlıkları ve çalışmalardan haberdar olmaları, buradan elde ettikleri bilgileri kullanıp kullanmadıklarını ortaya koymaktır. Bu çalışma ilköğretim okullarında ve anaokullarında görev yapan okul öncesi öğretmenlerinin bilimsel çalışmaları okuma alışkanlıklarını ve çalışmalardan haberdar olma durumlarını belirlemeye yönelik nitel bir çalışmadır. Çalışmada tarama deseni kullanılmıştır. Araştırmanın çalışma grubunu, Kastamonu İli'nde merkez ilçede bulunan ilköğretim okullarında ve anaokullarında görev yapan 36 (33 bayan öğretmen, 3 erkek öğretmen) okul öncesi öğretmeni oluşturmaktadır. Bu öğretmenlerin 32'si okul öncesi eğitimi programı mezunu, 4'ü çocuk gelişimi programı mezunudur. Araştırmanın sonucunda çalışma grubunda yer alan 36 okul öncesi öğretmeninin 24 tanesi son bir yıl içerisinde alanları ile ilgili bilimsel bir çalışma okuduklarını, 12 okul öncesi öğretmeni ise alanları ile ilgili son bir yıl içerisinde herhangi bir bilimsel çalışma okumadıklarını ifade etmişlerdir. Öğretmenler, bilimsel çalışmaları okumama nedenleri olarak; zamanlarının olmamasını, yıllardır aynı işi yaptıkları için gereksinim duymadıklarını ve bilimsel çalışmalara kolay ulaşamadıklarını belirtmişlerdir.

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Cite This Article

KILDAN, A. O., AHİ, B. (2022). Reading Habits of Scientific Studies For Pre-School Teachers. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 4 - Sayı: 2, 634–650. https://ajindex.com/articles/462222

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