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Preschool teachers’ self reported beliefs on integrated curriculum: integration of visual art with other activities

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2008
Öztürk, Elif
The aim of this study is to investigate preschool teachers’ beliefs about integration of visual art with other activities in early childhood settings. More specifically, the present study examined the effects of teachers’ year of experiences, their educational background and whether they take a course which is related to visual art or not on teachers’ beliefs about integrated curriculum and integration of visual art with other activities. Preschool teachers were asked to complete “teachers’ beliefs about integration of visual art” questionnaire which was developed by the researcher. It includes four parts: demographic information, teachers’ beliefs about integration, teachers’ beliefs about integration of visual art with other activities, and the status of the integrated curriculum in early childhood education. The participants of this study consisted of 255 preschool teachers working with children between the ages of 5 to 6. 118 participants were public pre-school teachers whereas 137 of them were private pre-school teachers in Ankara. The results revealed that there were significant relationship between teachers’ year of experience and their beliefs about integration of activities and teachers’ perceived role of the integrated curriculum in early childhood education. In addition, a significant relationship was identified between teachers’ educational background and their beliefs related to integration of visual art with other activities, usage about integration of visual art, and their perceived role or ‘place’ of the integrated curriculum in early childhood education. Finally, a significant relationship was reported between the last variable, whether the teacher had taken a course related to visual art or not, and with beliefs about integration of visual art with other activities and usage about integration of visual art.