KaydedilenlerDerginizi ekleyin

Dergiler / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Cilt: 2021 - Sayı: 27

The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study

Hatice Zeynep İNAN
Tuğba AYDEMİR ÖZALP
Sayfa
155–181
Yayın Tarihi
2022-10-11
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Participants in the current research stated that being a Reggio Emilia-inspired teacher was a pleasant, enjoyable, intensive process and an endless journey in which they helped children construct their knowledge.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The current research aims to examine how Reggio Emilia-inspired preschool teachers in Turkey make sense of being Reggio Emilia-inspired teacher and what they experience during this process.
📊
Temel Bulgular & Veri:In this study, 20 preschool teachers in Reggio Emilia-inspired schools located in Istanbul, Ankara, and Izmir provinces were included.
💡
Sonuç & Katkı:Participants in the current research stated that being a Reggio Emilia-inspired teacher was a pleasant, enjoyable, intensive process and an endless journey in which they helped children construct their knowledge.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Early childhood education · reggio emilia approach · reggio emilia-inspired teacher

Abstract

The current research aims to examine how Reggio Emilia-inspired preschool teachers in Turkey make sense of being Reggio Emilia-inspired teacher and what they experience during this process. In this research, one of the qualitative research methods, namely, Phenomenological Research Design, was used. Data were collected using semi-structured interviews. In this study, 20 preschool teachers in Reggio Emilia-inspired schools located in Istanbul, Ankara, and Izmir provinces were included. Participants were determined using the purposeful sampling strategy. For data analysis, this research was conducted using the thematic analysis in which categories and codes were created upon similarities found in the data. The findings obtained in this study revealed that a teacher who was inspired by the Reggio Emilia Approach experiences five stages of transformation. These stages were as follows, respectively: 1. Hearing the Reggio Emilia approach for the first time, 2. Affective reaction 3. Internalization 4. Comparison 5. Placement. Participants in the current research stated that being a Reggio Emilia-inspired teacher was a pleasant, enjoyable, intensive process and an endless journey in which they helped children construct their knowledge.

🔖

Bu Makaleye Atıf Yap

İNAN, H. Z., ÖZALP, T. A. (2022). The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 2021 - Sayı: 27, 155–181. https://ajindex.com/articles/496920

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Akar Gencer, A., & Gonen, M. (2015). Examination of The Effects of Reggio Emilia Based Projects on Preschool Children's Creative Thinking Skills. Procedia-Social and Behavioral Sciences, 186, 456-460.
  2. Ashworth, P. & Lucas, U. (1998). What is the ‘world’ of Phenomenography? Scandinavian Journal of Educational Research, 42(4), 415- 431.DOI: 10.1080/0031383980420407. Ashworth, P. & Lucas, U. (2000). Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295-308. DOI: 10.1080/713696153. Bastug, M. (2015). Classroom teachers’ feelings and experiences in teaching early reading and writing: A phenomenological study. Education, 3 (13), 1-15.
  3. Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S. ve Demirel, F. (2010). Bilimsel arastirma yontemleri (7. Baskı). Pegem Akademi. Cadwell, L. B. (2011). Egitimciler ve anne babalar için Reggio Emilia yontemiyle harika çocuk yetistirmek. (Çev. A. Akman ve H. Yavuz Topaç). Kaknus Yayıncılık. Charmaz, K. C. (2006). Constructing grounded theory: A practical guide through qualitative analysis (1st ed.). Sage. Creswell, J. W. (2013). Nitel arastırma yontemleri bes yaklasıma gore nitel arastırma ve arastırma deseni. (Çev. Ed. M. Butun, S.B. Demir). Siyasal Kitabevi.
  4. Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39, 124-130.
  5. Dahlberg, G. (2000). Everything is a beginning and everything is dangerous: some reflections on the Reggio Emilia experience. In H. Penn (Ed.), Early childhood services theory, policy and practice (pp. 175-183).
  6. Open University Press.
  7. Dowling, M. (2007). From Husserl to van Manen. A review of different phenomenological approaches. International Journal of Nursing Studies, 44(1), 131-142.
  8. Edwards, C. P. (1998). Partner, nurturer, and guide: the role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hudred languages of children: the Reggio Emilia approach-advanced reflections (pp. 179-198).
  9. Ablex. Filippini, T. (1998). The role of the pedagogista: an interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of the children: the Reggio Emilia approach-advanced reflections (pp. 127-138).
  10. Ablex. Finegan, C. (2001). Alternative early childhood education: Reggio Emilia. Kappa Delta Pi Record, 37 (2), 82-84.
  11. Fraser, S. & Getswicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in th