scholarly journals Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 287-308
Author(s):  
Derya Vural ◽  
Nur Banu Pişkin ◽  
Mine Canan Durmuşoğlu
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Undergraduate Education ◽  
Preschool Teachers ◽  
Relevant Literature ◽  
Preschool Education ◽  
Structured Interview ◽  
Practical Training ◽  
Structured Interviews ◽  
Learning And Teaching

This research was conducted in order to determine the problems that preschool teachers experience in the inclusive education process and to determine the educational practices of teachers for students who benefit from inclusive education. The study was designed in a qualitative design and purposeful sampling method was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The research data were analyzed by content analysis technique. As a result of the study, it was determined that pre-school teachers do not feel professionally competent in inclusive education and do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that teachers make various practices for children, families and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings, and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education.

scholarly journals Preschool Teachers’ Views on Schools’ Indoor and Outdoor Environment Safety

2016 ◽  
Vol 9 (11) ◽  
pp. 40
Author(s):  
Tugba Konakli ◽  
Esra Ulcetin
Keyword(s):  
Public Schools ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
Structured Interview ◽  
Outdoor Environment ◽  
Study Group ◽  
Purposeful Sampling ◽  
Research Findings ◽  
Indoor And Outdoor

<p class="apa">The aim of this research is to analyze opinions of teachers who work in preschool education institutions concerning precautions that should be taken for indoor and outdoor security. Study group of this research is determined by criterion sampling from purposeful sampling techniques. The study group of this research is consist of eight preschool teachers who work in four private and four public schools in Kocaeli İzmit district in the fall semester of 2013-2014 Academic Year. For the purpose of the research, data are collected with semi-structured interview technique. During the research, the interviews are recorded with tape recorder and the interviews are put down on paper then analyzed. After the recorded data are submitted to approval of participants, the analysis of the data has started. Date are analyzed with descriptive analysis method and coded then interpreted. In order to ensure validity of the research, the data are tried to be analyzed with direct quotes of the participants. Research findings show that the most important risk factors are caused by defective design of schools. Research results also show that schools have not only indoor security problems such as stairs and door but also external security problems such as garden and playgrounds.</p>

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

scholarly journals Students’ Views on the Use of Technology in Geography Course

2020 ◽  
Vol 15 (23) ◽  
pp. 42
Author(s):  
Ussenov Nurbol ◽  
Zhoya Kairat ◽  
Аbdimanapov Bakhadurkhan ◽  
Mamadiyarov Marat ◽  
Tleubergenova Kenjekey ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Relevant Literature ◽  
Structured Interview ◽  
Technology In Education ◽  
Data Collection Tool ◽  
Structured Interviews ◽  
School Students ◽  
Use Of Technology ◽  
Academic Year

Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.

scholarly journals PRESCHOOL EDUCATION TEACHERS’ EVALUATIONS ABOUT THE PROBLEMS EXPERIENCED IN THE EDUCATION PROCESS AND THEIR SOURCES

2021 ◽  
Author(s):  
Bahadır Erişti ◽  
Fatma Avcı
Keyword(s):  
Public Schools ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
Primary Data ◽  
Structured Interviews ◽  
Public And Private ◽  
The Troubles ◽  
Education Process

The aim of this research is to reveal the evaluations of preschool teachers’ about the problems experienced in the education process and the sources of the problems. The study was carried out based on the basic qualitative research design. The research participants consist of 19 preschool teachers working in public and private schools providing preschool education in Eskişehir city center. The primary data of the research were obtained through semi-structured interviews with teachers. In addition, the parent demographic information collection forms and the researcher diaries were used. Descriptive analysis and content analysis were used in the analysis of the data. According to the main findings obtained within the scope of the research, the most frequent and common problems experienced by students in the education process are related to attention and maintaining attention, and exhibiting behaviors in accordance with the rules in the classroom. In addition, the problems experienced are observed much more intensely in male students compared to female students. When teachers compare their students from past years with their current students, they are of the opinion that there is a significant increase in the problems experienced in the education process compared to years. Problems experienced in the preschool education process occur more frequently and are more common in public schools compared to private preschool education institutions. The most important sources of problems behind the troubles that arise in the education process; students’ parents, common technology usage habits of students, quality of teachers, quality of educational environments, preschool education program, student characteristics and changing daily life habits of students.

Lifelong Learning and continuing education: Opinions of teachers and student teachers of preschool education in Greece

2014 ◽  
Vol 2 (2) ◽  
pp. 97-100
Author(s):  
Thanassis Karalis ◽  
Evangelia Mantadaki ◽  
Dionissia Lemioti
Keyword(s):  
Qualitative Research ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Student Teachers ◽  
Relevant Literature ◽  
Preschool Education ◽  
Structured Interviews ◽  
School Teachers ◽  
Childhood Education ◽  
Educational Sciences

In the following article we are going to present the findings of a qualitative research that uses semi-structured interviews for data collection. This specific research aims to look into the views of pre-school teachers (Pre-school Education) and student teachers (students of the Department of Educational Sciences and Early Childhood Education) on the content and importance of lifelong learning and continuing education. At the same time the research compares the views of these two groups as regards lifelong learning and continuing education based on how these terms are coined in relevant literature. The findings show that there is no discrepancy in opinions as both groups consider lifelong learning and continuing education as the medium that will eventually help an educationalist improve both on personal as well as professional level.

scholarly journals EXPLORATION OF EFL TEACHERS’ EXPERIENCE TOWARD THE IMPLEMENTATION OF E-LEARNING AMIDST THE COVID-19 PANDEMIC: A QUALITATIVE INTERVIEW STUDY

2021 ◽  
Vol 4 (2) ◽  
pp. 324
Author(s):  
Lee Getsemanita Karaeng ◽  
Debora Catherin Simanjuntak
Keyword(s):  
Relevant Literature ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Qualitative Interview Study ◽  
Efl Teachers ◽  
E Learning ◽  
Effective Use ◽  
Selection Of

This ongoing pandemic has demanded a rapid response to the unparalleled suspension of face-to-face teaching around the world. There has consequently been a growing interest in finding out how educators cope up with the transition. This study aims to explore the experience that EFL teachers in Jayapura encountered regarding the implementation of e-learning during the COVID-19 Pandemic. The data were collected through semi-structured interviews. A selection of 11 EFL teachers as the informants of this study was made based on the criteria of the study. By synthesizing the relevant literature with the collected data which were analyzed using thematic analysis, the findings were valued and wisely reviewed. The examination results of this study showed there are two emerging themes on teachers' experience in implementing e-learning, the themes are facilitating student learning and outcomes and self-regulated learning. Other themes that appeared were reviewed in terms of challenges, namely, obtaining interactive learning and teaching adjustment during transition. The findings can have important implications for ensuring the effective use of implementing e-learning toward English teaching. 

scholarly journals Description of psychosocial traits of preschool education teachers and investigation of correlations between these traits

2020 ◽  
Vol 15 (2) ◽  
pp. 153-170
Author(s):  
Burcu Ozdemir Beceren ◽  
Atiye Adak Ozdemir
Keyword(s):  
Primary Schools ◽  
Satisfaction With Life ◽  
Preschool Teachers ◽  
Personal Information ◽  
Short Form ◽  
Screening Method ◽  
Preschool Education ◽  
Structured Interview ◽  
Satisfaction With Life Scale ◽  
Coping With Stress

The aim of this research was to describe the psychosocial traits of preschool teachers and to investigate the correlations between these traits. Designed according to the relational screening method, participants in this research comprised 102 teachers working in independent preschools and preschool classes linked to primary schools in Canakkale province. To collect psychosocial data, the research used a personal information form, semi-structured interview form, the Empathic Tendency Scale, Ways of Coping Questionnaire, Satisfaction with Life Scale, Burnout Measures– Short Form and Self-Efficacy Scale. Findings obtained in the research showed that having a model (teacher, friend and family) was more effective than other factors in preschool teachers choosing this profession. Nearly, half of the teachers (49%) stated they would choose preschool teaching again if they had the chance, while the remaining teachers stated they would choose a different area of teaching or a different profession (theology, engineering, medicine, etc.). Keywords: Preschool teachers, psychosocial, life satisfaction, burnout, coping with stress.

scholarly journals Between withdrawal and resistance: parents’ strategies in navigating preschool education in Russia for children with developmental disabilities and autism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irina Kuznetsova ◽  
Layla Garapshina ◽  
Laysan Mukharyamova
Keyword(s):  
Developmental Disabilities ◽  
Special Needs ◽  
Inclusive Education ◽  
Local Level ◽  
Preschool Education ◽  
Autism Spectrum ◽  
Sociological Research ◽  
Structured Interviews ◽  
Content Type ◽  
Children With Developmental Disabilities

Purpose This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education. Design/methodology/approach It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory. Findings Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools. Research limitations/implications There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level. Practical implications The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs. Social implications This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience. Originality/value The paper is novel as there was no sociological research into preschool education of children with developmental disabilities in Russia. It argues that the parents’ experiences are much broader than just interactions with special needs or mainstream education. Parents navigate across special needs institutions, specialised groups in mainstream and private kindergartens, mixed groups in mainstream kindergartens and home education with various strategies from secrecy and withdrawal to resistance and challenge. Preschool education for children with developmental disabilities in Russia is hindered by a lack of professional resources and the stigma embedded into professional and societal responses.

scholarly journals Kindergarten Teachers’ Views About Outdoor Activities

2018 ◽  
Vol 7 (3) ◽  
pp. 203
Author(s):  
Devrim Erdem
Keyword(s):  
Preschool Children ◽  
Local Community ◽  
Developmental Psychology ◽  
Preschool Teachers ◽  
Extended Family ◽  
Sense Of Self ◽  
Great Part ◽  
Preschool Education ◽  
Formal Schooling ◽  
Structured Interviews

Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.

scholarly journals DIGITAL MEDIA: FRIEND OR FOE? PRESCHOOL TEACHERS’ EXPERIENCES ON LEARNING AND TEACHING ONLINE

2020 ◽  
Vol LXVIII (2) ◽  
pp. 203-221
Author(s):  
Miruna Luana Miulescu
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Teaching Experience ◽  
Qualitative Inquiry ◽  
School Closure ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Online Mode ◽  
Kindergarten Educators

Teaching using a synchronous and an asynchronous online environment has become increasingly widespread across the education sector and now this process has been accelerated, temporarily or permanently, due to the Corona Virus (SARSCoV- 2) pandemic. The mass closure of nurseries, kindergartens, schools, high schools and universities has prompted the rethinking of the teaching and learning processes. Educators were forced to shift to an online mode of teaching overnight even if they did not properly feel capable to do so. Our study seeks to explore the experiences on teaching and learning online encountered by preschool teachers during their work in the context of COVID-19 physical school closure and explore the meaning of such practices in shaping in-service kindergarten educators’ perceptions of digital media and online delivery. The participants of the present study are kindergarten teachers (n=21) with a minimum of three years and a maximum of 10 years of teaching experience. They work with the same age group (three- to sixyear- old children), from 9 public inner-city kindergartens. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software program in June 2020. After the data was recorded and transcribed, three main themes were distinguished. The key findings indicate that all the teachers experienced challenging moments while delivering online, but they were also able to identify advantages in such a stressful context. The results of the study show the need of a modernized approach to pedagogies on educational technologies and media that is driven by research informed analysis.

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