Pre-service early childhood educators’ working with families self-efficacy in relation to taking a parent education course

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Date

2018

Author

Işıkcı, Gözdenur

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The current study aims to investigate the content of Parent Education course given at universities and to examine the effects of Parent Education course on pre-service early childhood education teachers’ working with families self-efficacy. 223 senior pre-service early childhood education teachers from 8 universities were involved in the study. Data was collected in the fall semester of 2017-2018 academic year before and after participants took Parent Education course. Syllabuses of Parent Education course and Turkish version of Working with Families Self-Efficacy Scales were used as data collection instruments. Validity and reliability of Working with Families Self-Efficacy Scales were ensured after conducting confirmatory and exploratory factor analyses. The results of this study indicated that the contents of parent education course at universities vary in terms of basic components of working with families and subjects suggested by HEC. Also, while Parent Education course increased pre-service early childhood education teachers’ self-efficacy in working with families, parent-teacher communication and roles with parents, it was found that their self-efficacy in working with families from diverse background was not increased after they completed Parent Education course.

Subject Keywords

Preschool teaching., Preschool children., Preschool teachers., Education

URI

http://etd.lib.metu.edu.tr/upload/12622308/index.pdf
https://hdl.handle.net/11511/27501

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Graduate School of Social Sciences, Thesis

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Citation Formats

G. Işıkcı, “Pre-service early childhood educators’ working with families self-efficacy in relation to taking a parent education course,” M.S. - Master of Science, Middle East Technical University, 2018.