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 ANALYSIS OF POSTGRADUATE THESES PREPARED FOR THE PRESCHOOL PERIOD ON “ENVIRONMENTAL EDUCATION” CONDUCTED BETWEEN 2011 AND 2020 IN TURKEY: A CONTENT ANALYSIS

2021 ◽  
Author(s):  
Nafiye Bilge Koçak Tümer
Keyword(s):  
Data Collection ◽  
Environmental Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Subject Area ◽  
Preschool Period ◽  
Analysis Technique ◽  
Group Methods ◽  
Centre Database ◽  
Education In Turkey

This study was conducted to analyze postgraduate theses in the field of environmental education in preschool education in Turkey between 2011 and 2020 in terms of their distribution, levels (doctorate, master’s), sample groups, and data collection tools. To establish the theses written in the field, the Higher Education Council National Thesis Centre database was reviewed on April 16th, 2020. Care was taken to determine postgraduate theses according to the criteria of having been conducted on environmental education with preschool children, preschool teachers/prospective preschool teachers and families, having been conducted on the subject area of education and training, having been registered to YÖK National Thesis Centre with permission for access. In line with these criteria, a total of 12 postgraduate theses were included in the study. The data were accessed using the document analysis technique. Detailed information about the postgraduate theses was collected using a “Postgraduate Thesis Examination Form.” Postgraduate theses included in the study were examined under the headings of thesis year, thesis type, objective, study group, methods, and designs, and data collection tools and frequency (f) were used in the analysis of data. When the distribution of postgraduate theses studies was conducted in terms of thesis type, it was found that the number of masters’ theses (n=8) was much higher than the number of doctoral theses (n=4), there was a large increase in the number of theses in 2015, the theses were mostly doctoral (n=3), and children mostly featured in the postgraduate thesis studies conducted within the specified dates..

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 The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age

2017 ◽  
Vol 49 (2) ◽  
pp. 213-233
Author(s):  
Nada Polovina ◽  
Dragan Vesic
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Preschool Age ◽  
Balanced Development ◽  
Starting Point ◽  
Creative Behaviour ◽  
Personal Contribution ◽  
Teachers And Parents ◽  
Developmental Significance

The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.

Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students

2016 ◽  
pp. 1065-1102
Author(s):  
Sanja Tatalović Vorkapić ◽  
Vesna Katić
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Perceived Usefulness ◽  
Relevant Study ◽  
Positive Attitudes ◽  
Performance Based Assessment ◽  
Study Programs ◽  
Teachers And Students

Performance-based assessment strongly relies on the observation of children's behavior, preschool teachers' objectivity and accuracy, and presents a significant part of documenting children's development. Therefore, the main aim of this chapter is to analyze the PBA-use and its evaluation by Croatian preschool teachers and students from the Faculty of Teacher Education, University of Rijeka. 60 undergraduate students and 64 preschool teachers participated in this empirical research by filling out self-rated questionnaires. As it was expected, students and preschool teachers demonstrated positive attitudes toward PBA and its documentation in general and if it is applied (will be applied) in practice. However, the students' positive attitudes, satisfaction and perceived usefulness of PBA are significantly higher than those of preschool teachers. These last findings definitely imply the need for modifications of the policy of the preschool education system, as well as significant changes that should be done in practice and relevant study programs.

Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students

2016 ◽  
pp. 337-375
Author(s):  
Sanja Tatalović Vorkapić ◽  
Vesna Katić
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Perceived Usefulness ◽  
Relevant Study ◽  
Positive Attitudes ◽  
Performance Based Assessment ◽  
Study Programs ◽  
Teachers And Students

Performance-based assessment strongly relies on the observation of children's behavior, preschool teachers' objectivity and accuracy, and presents a significant part of documenting children's development. Therefore, the main aim of this chapter is to analyze the PBA-use and its evaluation by Croatian preschool teachers and students from the Faculty of Teacher Education, University of Rijeka. 60 undergraduate students and 64 preschool teachers participated in this empirical research by filling out self-rated questionnaires. As it was expected, students and preschool teachers demonstrated positive attitudes toward PBA and its documentation in general and if it is applied (will be applied) in practice. However, the students' positive attitudes, satisfaction and perceived usefulness of PBA are significantly higher than those of preschool teachers. These last findings definitely imply the need for modifications of the policy of the preschool education system, as well as significant changes that should be done in practice and relevant study programs.

Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students

2018 ◽  
pp. 1937-1975
Author(s):  
Sanja Tatalović Vorkapić ◽  
Vesna Katić
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Perceived Usefulness ◽  
Relevant Study ◽  
Positive Attitudes ◽  
Performance Based Assessment ◽  
Study Programs ◽  
Teachers And Students

Performance-based assessment strongly relies on the observation of children's behavior, preschool teachers' objectivity and accuracy, and presents a significant part of documenting children's development. Therefore, the main aim of this chapter is to analyze the PBA-use and its evaluation by Croatian preschool teachers and students from the Faculty of Teacher Education, University of Rijeka. 60 undergraduate students and 64 preschool teachers participated in this empirical research by filling out self-rated questionnaires. As it was expected, students and preschool teachers demonstrated positive attitudes toward PBA and its documentation in general and if it is applied (will be applied) in practice. However, the students' positive attitudes, satisfaction and perceived usefulness of PBA are significantly higher than those of preschool teachers. These last findings definitely imply the need for modifications of the policy of the preschool education system, as well as significant changes that should be done in practice and relevant study programs.

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 THE ANALYSIS OF FUTURE PRESCHOOL TEACHERS' MOTIVES FOR LEARNING A FOREIGN LANGUAGE

2021 ◽  
Vol 1 ◽  
pp. 584-594
Author(s):  
Oleksandra Shykyrynska ◽  
Vanda Vyshkivska ◽  
Oleg Yatsyshin ◽  
Olena Malinka ◽  
Inna Lobachuk
Keyword(s):  
Foreign Language ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Video Information ◽  
Motivation For Learning ◽  
Definition Of ◽  
Learning English

The article focuses on the relevance of the study of future preschool teachers’ motivation for learning foreign languages, which is as follows: the ability to formally and informally communicate with foreign colleagues at conferences, seminars, symposia for discussing current issues of preschool education, the search for new text, graphic, audio and video information contained in foreign language materials for professional purposes, the creation of a foreign language educational environment in a preschool institution in order to teach children the elements of a foreign language. A definitive analysis of the concept of “motive” in domestic and foreign scientific sources is carried out. Based on the definition of motives for learning a foreign language by second-year students – future preschool teachers (according to the method of O.Yatsyshin), as well as on the observation of their activities in the process of learning English and during confidential conversations with them, the students’ motives for learning English as a foreign language are analyzed. Psychological and pedagogical conditions of the formation of future preschool teachers’ motives for learning English as a foreign language are presented: organization of cross-cultural communicative activity of students, creation of situations of guaranteed success during the learning process, creation of a professionally oriented educational environment. It is emphasized that the abovementioned conditions should be both interconnected and interdependent; they should also be implemented in the educational process of a higher education institution not gradually, but simultaneously and systematically, in order to receive the sustainable positive motives of future preschool teachers for learning a foreign language.  

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.

scholarly journals READINESS OF FUTURE PRESCHOOL TEACHERS FOR MATHEMATICAL DEVELOPMENT OF CHILDREN: CONCEPT, STRUCTURE AND CONTENTS

2020 ◽  
pp. 48-56
Author(s):  
Ирина Валерьевна Турова
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Preschool Age ◽  
Professional Standard ◽  
Future Teachers ◽  
Mathematical Development ◽  
System Activity ◽  
Definition Of ◽  
Pedagogical Literature

Представлен анализ исследований по проблеме готовности будущих педагогов дошкольного образования к математическому развитию детей. Раскрыты основные подходы к сущности понятия «готовность». На основе проведенного анализа учебных планов направления подготовки «Психолого-педагогическое образование» профиль «Психология и педагогика дошкольного образования», а также профессионального стандарта педагога выделены компетенции, необходимые для осуществления математического развития детей дошкольного возраста. Готовность будущих педагогов дошкольного образования к математическому развитию детей рассматривается через системный, деятельностный и компетентностный подходы, что позволяет дать наиболее полное его определение и раскрыть разнопозиционность его формирования. Обобщая содержание психолого-педагогической литературы и диссертационных исследований по данной проблеме, выделены и охарактеризованы такие компоненты готовности будущих педагогов дошкольного образования к математическому развитию детей, как когнитивный, праксиологический и аксиологический. На основе выделенных компонентов определены критерии и уровни готовности. The analysis of research works on a problem of readiness of future preschool teachers for mathematical development of children is submitted. The main approaches to the definition of the concept “readiness” are disclosed. Based on the analysis of curricula in the direction of preparation of “Psychological and Pedagogical Education” profile of “Psychology and Pedagogy of Preschool Education”, as well as the professional standard of the teacher, the competencies necessary for the implementation of the mathematical development of children of preschool age are distinguished. The readiness of future preschool teachers for the implementation of the mathematical development of children is considered through system, activity and competence-based approaches, which allows us to define this concept and consider the process of formation of this readiness from different angles. Generalizing the experience described in psychological and pedagogical literature and dissertation researches on this problem, the components of readiness of future preschool teachers for mathematical development of children, such as cognitive, praxeological and axiological are allocated and characterized. On the basis of the allocated components, criteria and levels of formation of this readiness are defined. The purpose of the article is to give an author’s idea of the structure and content of the professional readiness of future teachers of preschool education for the mathematical development of children.

Sign in / Sign up

Export Citation Format

Share Document