Preschool Teachers' Views on in-Classroom Transitions in Inclusive Preschool Classrooms

Abstract

The aim of this research is to examine in-classroom transitions in inclusive preschool classrooms and to identify teachers’ needs for in-classroom transitions. The research was conducted based on descriptive analysis in the qualitative research model and it was tied toput forward by the views of preschool teachers about transitions. Data were collectedthrough semi-structured interviews with 15 preschool teachers working in independent kindergartens in different districts of Ankara. For this purpose, the study group was askedopen-ended questions about in-classroom transitions and by this way their opinions abouttransitions were examined in depth. 11 themes were obtained from interviews and the dataobtained were analyzed with an inductive approach. The findings were discussed withinthe framework of the literature.