Early childhood pre-service teachers’ development of teaching dispositions and practices

Download
index.pdf
2016
Buldu, Metehan
Show full item record
304
views
126
downloads
Knowledge and skills are necessary to teach a specific subject for a teacher but they do not assure effective implementation without possession and teacher education stakeholders must take into account all components of the teaching process, including pre-service teachers’ professional teaching disposition. (Almerico, Johnston, Henriott & Shapiro, 2011). The current study aimed to explore the changes in the development of perceived dispositions of pre-service Early Childhood Education influenced by student teaching experience. A framework of convergent mixed methods research design was used as a guide to collect the data of study. The participants were 86 pre-service teachers from the Department of Early Childhood Education at a public university in Ankara, 14 university supervisors responsible for the student teaching experience, and 86 cooperating teachers from public and private schools who were assigned to pre-service teachers during their student teaching experience. The results of the study showed that pre-service Early Childhood Education (ECE) teachers’ perceived dispositions increased after their student teaching experience. To validate the outcome of the student teacher results, Teacher Disposition Index, which was applied to the pre-service teachers, was conducted with both the cooperating teachers of the pre-service ECE teachers and their university supervisors; and both cooperating teachers’ and university supervisors’ evaluations showed that pre-service ECE teachers’ teaching dispositions increased after the student teaching experience. The findings of the study have implications for pre-service teachers and teacher education program stakeholders in recognizing the importance of disposition development through student teaching experience.
Early childhood education., Early childhood teachers., Teachers, Teachers, Student teachers.
http://etd.lib.metu.edu.tr/upload/12620588/index.pdf
https://hdl.handle.net/11511/26123
Graduate School of Social Sciences, Thesis

Suggestions

Effectiveness of early childhood teacher education programs perceptions of early childhood teachers
Gülmez Dağ, Gülçin; Yıldırım, Ali; Department of Curriculum and Instruction (2012)
The purpose of this research study is to identify teachers’ perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found...
Early childhood in-service teachers’ playfulness traits and views on playfulness
Canaslan, Begüm; Sevimli Çelik, Serap; Department of Early Childhood Education (2018)
The purpose of the current study is to investigate in-service teachers’ playfulness traits and their views about playfulness. In this frame, some variables which have a possible effect on teacher’s playfulness were examined in the study. The study was designed as a mixed method design. The quantitative part of the mixed method consisted of 485 in-service teachers with 20 teachers in the qualitative part. The Adult Playfulness Trait Scale was used for the aim of collect data of the quantitative part. Afterwa...
Environmental education in early childhood teacher training programs: perceptions and beliefs of pre-service teachers
Güner, Zişan; Olgan, Refika; Çakıroğlu, Jale; Department of Early Childhood Education (2013)
This study aimed to describe pre-service early childhood teachers’ perceptions of environmental education in teacher training programs, their beliefs about the integration of environmental education into early childhood education, and also to investigate the relationship between their perceptions and beliefs. Mixed methods sequential explanatory design was used. Data were collected from pre-service early childhood teachers (N=470) using Perceptions of Pre-service Teachers towards Environmental Education in ...
Teacher self-efficacy and teaching beliefs as predictors of curriculum implementation in early childhood education
Çobanoğlu, Rahime; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors, (2) teacher demographics, (3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Impleme...
Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme
Özkanoğlu, Özden; Erden, Feyza; Department of Elementary Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Citation Formats
M. Buldu, “Early childhood pre-service teachers’ development of teaching dispositions and practices,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.
METU IIS - Integrated Information Service open@metu.edu.tr