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Journals / Journal of Teacher Education and Educators / 2022 / Cilt: 11 - Sayı: 3

Experiences of Preschool Teachers in the Professional Development Program of Children’s Self-Regulation Skills

Zeynep Ceren ŞİMŞEK
Nilgün KALBURAN
Asiye İVRENDİ
Pages
309–330
Publication Date
2022-12-31
DOI
—
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AI Summary & Key Takeaways

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

According to the results of the content analysis, the participating teachers thought that the PD program positively affected their personal and professional development.

📌 3 Key Takeaways

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Objective & Hypothesis:This study investigates preschool teachers' experiences and perceptions of a professional development (PD) program on children's self-regulation.
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Key Findings & Data:This PD opportunity was planned around two aims: to increase preschool teachers' awareness of children's self-regulation skills and support participants' understanding and skills to implement the Red Light, Purple Light (RLPL) Self-Regulation Intervention Program in their classrooms.
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Conclusion & Impact:According to the results of the content analysis, the participating teachers thought that the PD program positively affected their personal and professional development.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Professional development · children’s self-regulation · RLPL Self-Regulation Intervention Program

Abstract

This study investigates preschool teachers' experiences and perceptions of a professional development (PD) program on children's self-regulation. This PD opportunity was planned around two aims: to increase preschool teachers' awareness of children's self-regulation skills and support participants' understanding and skills to implement the Red Light, Purple Light (RLPL) Self-Regulation Intervention Program in their classrooms. The phenomenological research design is used to examine participant teachers' experiences in the PD program. The participants consist of 23 volunteered public preschool teachers. Data sources were semi-structured interviews and reflective writings. According to the results of the content analysis, the participating teachers thought that the PD program positively affected their personal and professional development. Participating in the PD program broadened their understanding of the conceptual basis of self-regulation in children. In addition, the participants expressed their perceptions about embedding ways of fostering self-regulation in the National Preschool Education Program practices and the structural features of the RLPL Self-Regulation Intervention Program.

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Cite This Article

ŞİMŞEK, Z. C., KALBURAN, N., İVRENDİ, A. (2022). Experiences of Preschool Teachers in the Professional Development Program of Children’s Self-Regulation Skills. Journal of Teacher Education and Educators, Cilt: 11 - Sayı: 3, 309–330. https://ajindex.com/articles/875408

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