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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2003 / Cilt: 2003 - Sayı: 25

Türk Öğretmenlerin Okulöncesi Eğitimde Gelişimsel Uygunluğu Göz Önünde Bulunduran Uygulamalar Hakkındaki Düşünceleri

Turkish Teachers' Beliefs About Developmentally Appropriate Practices in Early Childhood Education

B. Zeynep ERDİLLER
Mary B. McMULLAN
Pages
84–93
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

Teachers' perceived barriers to effective practice include physical conditions and resources (class size, materials etc.), lack of teacher-parent partnership, and low status of teaching profession in Turkey.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the self-reported beliefs of Turkish in-service early childhood education teachers living in Turkey in order to develop an understanding of the beliefs held by Turkish teachers about appropriate early childhood education practices, to get a sense of the perceived barriers to effective practice.
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Key Findings & Data:Twelve teachers participated in in-depth interviews from early childhood centers serving children ages 3-to 6-years located in Ankara and Istanbul.
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Conclusion & Impact:Teachers' perceived barriers to effective practice include physical conditions and resources (class size, materials etc.), lack of teacher-parent partnership, and low status of teaching profession in Turkey.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study examines the self-reported beliefs of Turkish in-service early childhood education teachers living in Turkey in order to develop an understanding of the beliefs held by Turkish teachers about appropriate early childhood education practices, to get a sense of the perceived barriers to effective practice. Twelve teachers participated in in-depth interviews from early childhood centers serving children ages 3-to 6-years located in Ankara and Istanbul. Results revealed that Turkish teachers beliefs were closer to the developmentally appropriate side of the developmentally appropriate versus developmentally inappropriate continium considering the main points of Developmentally Appropriate Practices (DAP) curriculum such as active, hands on learning, dramatic play and activities related to children's needs and interests. Teachers' perceived barriers to effective practice include physical conditions and resources (class size, materials etc.), lack of teacher-parent partnership, and low status of teaching profession in Turkey.

Özet

Bu çalışmanın amacı, Türkiye'de çalışan okulöncesi eğitim öğretmenlerinin "gelişimsel uygunluğu göz önünde bulunduran uygulamalar" (developmentally appropriate practices) hakkındaki düşüncelerini anlamak, etkili öğretime karşı varolan engeller hakkında bilgi edinmektir. Ankara ve İstanbul illerinde bulunan 3-6 yaş arası çocuklara hizmet veren okullarda görev yapan 12 okulöncesi eğitim öğretmenine "derinlemesine mülakat metodu" uygulanmıştır. Öğretmenlerin düşüncelerinin, özellikle ana hatlar dikkate alındığında (aktif, yaparak ve yaşayarak öğrenme, drama, ve öğrencilerin ilgi ve ihtiyaçlarına dayalı aktiviteler) "gelişimsel uygunluğu göz önünde bulunduran uygulamalara" daha yakın olduğu görülmüştür. Öğretmenlerin belirttiği etkin uygulamaya engel oluşturan faktörler arasında en çok tekrarlanan faktörler, fiziksel şartlar ve imkanlar (sınıf büyüklüğü, materyaller), öğretmen-veli işbirliğinin eksikliği ve de öğretmenlik mesleğinin düşük statüsü olarak karşımıza çıkmaktadır.

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Cite This Article

ERDİLLER, B. Z., McMULLAN, M. B. (2022). Türk Öğretmenlerin Okulöncesi Eğitimde Gelişimsel Uygunluğu Göz Önünde Bulunduran Uygulamalar Hakkındaki Düşünceleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2003 - Sayı: 25, 84–93. https://ajindex.com/articles/532576

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