Changes in teachers’ practices of building democratic values in preschool settings through pedagogical documentation

Date

2018

Author

Buldu, Elif

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The aim of the current study was to investigate how pedagogical documentation implications support values of freedom, respect, collaboration, and empowerment in Turkish early childhood learning environments. To this end, qualitative case study research was conducted with two early childhood teachers from private and public preschool institutions. The data collection period lasted two semesters. In the first semester, the participant teachers did not interfere with their pedagogical documentation implementations. However, in the second semester, they were trained on pedagogical documentation and regularly received feedback. The data were collected through video-based observations, interviews, in-class activity photographs and field notes. In addition to these data collection tools, the Early Childhood Learning Environment Observation Form was applied to investigate and generate a profile for the research contexts prior to the collection of data. For the qualitative data analysis, the constant comparative data analysis method was utilized. The findings of the study revealed that both teachers’ learning environments were supported by pedagogical documentation implications in terms of values of freedom, respect, collaboration, and empowerment. For instance, the teacher started to implement small group activities more frequently, and provided an environment where children share and discuss their learning process with their peers. The findings of the study have important implications for teachers, school principals, government policies, and teacher education programs in universities.

Subject Keywords

Social values., Democratization., Teaching, Early childhood teachers., Early childhood education.

URI

http://etd.lib.metu.edu.tr/upload/12622192/index.pdf
https://hdl.handle.net/11511/27705

Collections

Graduate School of Social Sciences, Thesis