scholarly journals A Comparative Investigation of the Views of Preschool Teachers and Teacher Candidates about STEM

2020 ◽  
Vol 3 (2) ◽  
pp. 67-78 ◽  
Author(s):  
Neslihan ÜLTAY ◽  
Eser Ultay
Keyword(s):  
Teacher Candidates ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Comparative Investigation ◽  
Teaching Profession ◽  
The Black Sea ◽  
Depth Information ◽  
Preschool Teacher ◽  
Professional Lives ◽  
State University

If the STEM approach appropriately addressed in early childhood education, it may provide opportunities for educators to involve children in activities appropriate to their interests and experiences. The purpose of this research is to investigate comparatively the views of preschool teachers and preschool teacher candidates about STEM. To collect data, 60 preschool teachers graduated from different universities in Turkey have different experiments and actively in the teaching profession in various schools in the years 2018 to 2019, and 65 preschool teacher candidates in the first, second, third and fourth grades in the 2018-2019 academic year at a state university in the region of the Black Sea randomly selected. To collect data, preschool teachers and teacher candidates ask to answer the questions in the Screening Form consisting of open-ended questions aimed at obtaining in-depth information about STEM education. The findings analyze in detail, and it seen that the answers of both groups can discuss under three main themes; (1) The effects of the STEM approach, (2) The applicability of the STEM approach in preschool education, and (3) The requirements of the applicability of the STEM approach in Turkish educational system. According to the findings, participants have positive views about implementing the STEM approach in their classes for the teachers and future professional lives for the teacher candidates. However, there are some limitations about implementing it arising from the infrastructure of the schools, the teachers themselves, and children’s young age.

Organization of Practice-Oriented Assessment of Educational Results of Future Preschool Teachers by WorldSkills Standards

2020 ◽  
Vol 15 (5) ◽  
pp. 94-101
Author(s):  
Ulsutueva Oyuna D. ◽  
◽  
Lysikova Tatjyana S. ◽  
Tayurskaya Olga Yu. ◽  
◽  
...  
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Professional Activity ◽  
Preschool Teacher ◽  
State University ◽  
Higher Education System ◽  
Professional Activities ◽  
Integrated Practice ◽  
The University ◽  
Operational Component

The authors of the article note the relevance of introducing into the educational system of the university the possibility of choosing forms of evaluation of educational results of students, which will reveal the skills of professional activities that are important for the labor market. The article reveals the specifics of the organization of a practice-oriented assessment of the educational results of future preschool teachers according to WorldSkills standards in the conditions of quasi-professional activity, Namely, the characteristics of the activities of the teacher of preschool education, provided in various standards, presented the experience of the participation of teachers of the Department of Theory and Methodology of Preschool Education of the Transbaikal State University as compatriots and experts in the competition of professional skills WorldSkills Russia, on the basis of which the criteria for evaluating educational results were developed on the examination of the discipline “Mathematical Development of early and preschool children” teachers of pre-school education, as well as described the possibility of organizing a demonstration exam at the university on the example of one discipline. Consequently, the training of a preschool teacher has a special place in the operational component of professional readiness, and the organization of integrated practice-oriented assessment of the educational results of the graduate becomes important in the higher education system.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

scholarly journals A study about the interest level of preschool teacher candidates in environmental problems according to certain variablesOkul öncesi öğretmen adaylarının çevre sorunlarına olan ilgi düzeylerinin bazı değişkenlere göre incelenmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 34
Author(s):  
Erhan Alabay ◽  
Ömer Faruk Doğan
Keyword(s):  
High School ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
Preschool Education ◽  
The Other ◽  
Preschool Teacher ◽  
School Location ◽  
Independent Variables ◽  
Interest Level ◽  
Faculty Of Education

<p>The aim of this study is to identify the interest level of the preschool teacher candidates in the environment and to see if this interest is changing considering some variables. The sampling for this study constitutes of 108 preschool teacher candidates, who are studying in Selçuk University Ahmet Keleşoğlu Faculty of Education-Primary Instruction-Preschool Education. Quantitative research techniques were preferred and the study is based on Scanning Model in order to introduce current situation. The scale for the interest of teacher candidates in environment was used which was developed by Alım (2007). As a result of the study it came out that the level of interest of teacher candidates in environment differs meaningfully according to the independent variables: gender and participation in the activity about environment or nature. On the other hand, there aren’t any meaningful differences according to: the class they are studying in, type of high school, location where they spent their childhood and structure of this location, taking a course during his/her education about environment or nature.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı, okul öncesi öğretmen adaylarının çevreye olan ilgi düzeylerinin saptanması ve öğretmen adaylarının bazı değişkenlerine göre çevreye olan ilgilerinin farklılaşıp farklılaşmadığının belirlenmesidir. Çalışmanın örneklemini, Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi İlköğretim Bölümü Okul Öncesi Eğitimi Anabilim Dalında öğrenimlerini sürdürmekte olan 108 okul öncesi öğretmen adayı oluşturmaktadır. Çalışmamızda nicel araştırma yöntemi tercih edilmiş olup, mevcut durumu ortaya çıkarmak amacıyla tarama modeli temel alınmıştır. Okul öncesi öğretmen adaylarının çevreye olan ilgi düzeylerinin belirlenmesi için Alım (2007) tarafından geliştirilen Öğretmen Adaylarının Çevre Sorunlarına İlgileri Ölçeği kullanılmıştır. Araştırma sonucunda öğretmen adaylarının çevreye olan ilgi düzeylerinin, cinsiyet ve çevre veya doğa ile ilgili etkinliğe katılma durumu değişkenleri ile anlamlı düzeyde farklılaştığı, öğretmen adaylarının sınıf, lise türü, çocukluğunu geçirdiği yerleşim yeri ve yapı türü ve öğrenim süreci boyunca çevre veya doğa ile ilgili ders alma durumuna göre de anlamlı farklılaşmanın olmadığı sonucuna ulaşılmıştır.</p>

scholarly journals Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 70-85
Author(s):  
Dila Nur Yazıcı
Keyword(s):  
Social Skills ◽  
Teacher Candidates ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Successful Implementation ◽  
Positive Attitudes ◽  
Inclusive Preschool ◽  
Definition Of ◽  
Education In Turkey

Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adaylarının bilgi, görüş ve tutumları, (2) sınıf içi uygulamalar, (3) sosyal beceriler, (4) derlemeler ve (5) diğer, başlıkları altında ele alınmıştır. Araştırmalar incelendiğinde, okul öncesi öğretmen ve öğretmen adaylarının kaynaştırma eğitimine yönelik olumlu tutuma sahip oldukları; ancak, daha fazla bilgiye gereksinim duydukları, sınıf içi geçişlerde belli başlı uygulamaları gerçekleştirdikleri fakat alanyazındaki uygulamaların hepsini sınıflarında uygulamak için desteğe gereksinim duydukları ve özel gereksinimli çocuklara sunulan sosyal beceri programlarının faydalı olduğu belirlenmiştir. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur. Abstract Inclusion is a compulsory educational practice for preschool children with disabilities in Turkey. In this article, first, the definition of inclusion is provided. Second, the benefits of inclusion are summarized using the international literature. Third, a summary of studies conducted in Turkey in relation to inclusive preschool education is presented followed by a description of the legal basis for inclusion in Turkey. The research focused on inclusive preschool education in Turkey was examined under five categories: (1) opinions and attitudes of preschool teachers and teacher candidates towards inclusion, (2) classroom practices, (3) social skills, (4) research summaries and literature reviews and (5) other studies. An examination of these studies has shown that preschool teachers and teacher candidates have positive attitudes towards inclusion, but they need more information for successful implementation of inclusion. Moreover, preschool teachers implement certain practices with respect to in-class transitions, however, they need more support to apply all recommended practices noted in the literature. In addition, social skills programs provided to children with special needs were beneficial. Recommendations for future practice are presented at the end of the paper.

scholarly journals STUDENTS’ PERSPECTIVES ON THE IMPLEMENTATION OF MUSICAL ACTIVITIES IN PRESCHOOL EDUCATION

2018 ◽  
Vol 9 (2) ◽  
pp. 109-116
Author(s):  
Ligita Stramkale
Keyword(s):  
Empirical Study ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Likert Scale ◽  
Preschool Teacher ◽  
Material Base ◽  
Key Factors ◽  
Theoretical Part ◽  
The University ◽  
Musical Activities

Aim. The aim of the study is to find out students’ perspectives on the necessity, readiness and disturbing factors of implementing musical activities in preschool. The theoretical part of the paper describes the particularity of preschool teachers’ work, the children’s interest in musical activities, and the benefits of implementing musical activities in preschool.  Method. The empirical study involved 168 students (N=168), of which 132 students (N=132) are already working as preschool teachers in parallel with their study at the university. The study identified three questions: why do preschool teachers use musical activities? What factors prevent a preschool teacher from using musical activities? Is there a relationship between the competence of a preschool teacher in the field of music and the implementation musical activities in preschool? In order to answer the study questions, a questionnaire consisting of twelve statements was created, which had to be assessed on a four-point Likert scale. Results and conclusion. As a result of the analyses of the data obtained in the study, it was ascertained that preschool teachers use musical activities to make children happy and improve their abilities. The use of musical activities is connected with preschool teacher’s willingness to do that. One of the key factors that hinder the implementation of musical activities is an insufficient material base in the preschool. The study also found that there is a correlation between the competence of a preschool teacher in the field of music and the implementation of musical activities.

scholarly journals Linguistic norms in preschool education: A critical perspective

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Åsa Wedin ◽  
Jenny Rosén
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Language Ideologies ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Language Diversity ◽  
Critical Perspective ◽  
Individual Interviews ◽  
Teacher Students

The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schools

scholarly journals Diversity Management and Cultural Competency of Teacher Candidates in Blacksea Region of Turkey

2021 ◽  
Vol 6 (2) ◽  
pp. 212-228
Author(s):  
Tuba Aydın Güngör ◽  
Çiğdem Çakır
Keyword(s):  
Cultural Competence ◽  
Teacher Candidates ◽  
Diversity Management ◽  
Cultural Knowledge ◽  
Two Dimensions ◽  
Cultural Dimensions ◽  
Three Dimensions ◽  
The Black Sea ◽  
Depth Information ◽  
Cultural Competencies

Ever since the world has been dealing with the problem called Covid-19, everything around us has had to change. This epidemic has affected our lives in many ways and has set us completely new roles and tasks on many things, and education which is one of the most important things among them had been changed. Indeed, the transformation of education had already begun with the improvement of transportation and telecommunication conditions and being able to receive education online in different countries or via the internet has brought new concepts to the academic world. Cultural competence, one of them, is shaped by identity and traditions, thus cultural diversity is the main factor in determining the characteristics of this concept. Meanwhile, the ones who realize the acculturation of the society, the people who created this concept, are the teachers who direct the society in both academic and cultural dimensions. As a result, teachers need to learn to manage diversity to be able to cope with the differences in their classrooms, as they encounter many different cultural characteristics. For this reason, in this study, it is considered worth investigating what kind of dimensions pre-service teachers can have regarding the management of diversity and cultural competencies. The of the research consists of 1073 teacher candidates studying in Artvin Coruh University. The aim of this research was to reveal the diversity management skills and cultural competence levels of education faculty students. In order to reach more in-depth information on what management of diversity and cultural competencies is, the study started with a literature review. Then, Diversity Management Scale (DMS) and Cultural Competence Scale (CCS) were applied to Artvin Çoruh University, in the Black Sea region of Turkey, to faculty of education students (teacher candidates). After the regression analysis of the data for the management of diversity scale, two dimensions have been found which are managerial practices and managerial approaches. Moreover, for the cultural competencies scale, three dimensions were found which are cultural knowledge, cultural sensitivity, and cultural skills. Lastly, a significant relationship was found between Diversity Management and Cultural Competence of the teacher candidates, and cultural competence was found to be a meaningful predictor of diversity management of teacher candidates. Keywords: diversity, culture, cultural competence, diversity management, teachers

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

2021 ◽  
Vol 6 (11) ◽  
pp. 1-20
Author(s):  
Semanur KADAKAL ◽  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Preschool Education ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Snowball Sampling ◽  
Practice Teacher

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

scholarly journals Quality of Distance Education in Turkey: Preschool Teacher Training Case

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Mehmet Gultekin
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Training Program ◽  
Teacher Candidates ◽  
School Teacher ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Television Programs ◽  
Teacher Training Program ◽  
Education In Turkey

Distance education is used for teacher training at different levels and fields in Turkey. Launched in the 2000-2001 academic year and still applied by Anadolu University, the Pre-School Teacher Training Program is one of those programs offered by distance education. This study aims to evaluate Anadolu University’s Preschool Teacher Training Program in Turkey by obtaining student opinions. A total of 1,026 senior students enrolled in the Preschool Education major at the Open Education Faculty of Anadolu University participated in the survey. A questionnaire to determine the opinions of students on the program was used as a means of data collection. Means (X) and standard deviations (SD) were employed to analyze the survey data. The results showed that although the teacher candidates study at a good level, they do not have a good record of watching the television programs. The results also revealed that the opinions of teacher candidates about the textbooks, television programs, teaching practices, and academic assistance services are positive.

scholarly journals “Today we are much more careful”: Preschool teachers on the physical contact between educators and children

2021 ◽  
Vol 39 (1) ◽  
pp. 11-26
Author(s):  
Maria Hedlin
Keyword(s):  
Preschool Teachers ◽  
Teaching Profession ◽  
Historical Change ◽  
Risk Society ◽  
Physical Contact ◽  
Professional Lives ◽  
Structured Interviews ◽  
Worst Case ◽  
Empirical Material

Many studies have reported that there has been a change over time in the physical contact betweeneducators and children. The purpose of this study is to investigate how experienced preschool teachers describe the historical changes that have taken place during their professional lives in terms of the view of physical contact between educators and children. The empirical material consists of semi-structured interviews with 30 qualified preschool teachers. The material has been analyzed on the basis of Beck’s theory of risk society and the concepts “becoming” and “being”. The results show that the participants express that the view has changed within four different areas, which in turn affects how physical contact between educators and children is perceived. These four areas are the view of the child, of the role of preschool teachers, of male educators, and of nudity. It is well known that the view of the preschool teaching profession, as well as the view of children, have changed and the awareness of the historical change is part of the preschool teacher education. The view of male educators from a historical perspective has been investigated in many studies. Changes in the view of nudity, on the other hand, have been discussed to a lesser extent. Overall, changed views in all four areas have led to a more restrictive approach to physical contact. In the worst case, this may mean that children’s need for physical contact and  physical closeness is overshadowed in preschool.

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