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

Download

index.pdf

Date

2018

Author

Buldu, Elif

Metadata

Show full item record

Item Usage Stats

410
views

176
downloads

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

Suggestions

OpenMETU
Core

Early childhood teachers’ beliefs towards participation rights of children Coşkun, Tuna; Tantekin Erden, Feyza; Department of Early Childhood Education (2015) The aim of this study to explore the beliefs of ECTs concerning children participation rights as stated in United Nations Convention on the Rights of the Child (UNCRC). The data was collected between July and December in 2014 from 320 ECT in public and private kindergartens in Ankara. Early Childhood Teachers Children Participation Rights Belief Scale (ECTCPRBS) was constructed as a measuring tool and implemented to early childhood teachers in kindergartens. ECTs have neutral beliefstowardschildren’spartici...
A Crosscultural study on outdoor play: parent and teacher perspectives Yalçın, Fatma; Tantekin Erden, Feyza; Department of Early Childhood Education (2015) The aim of this multiple case study aim is two-fold: first is to explore Turkish and Finnish early childhood teachers’ and parents’ beliefs related to outdoor play and ideal outdoor environment and second to focus on Turkish and Finnish early childhood teachers’ outdoor play practices in their kindergarten settings. The sample of the study consisted of 28 participants including Turkish early childhood teachers (n=7) and parents (n=7); and Finnish (n=14) early childhood teachers (n=7) and parents (n=7). Data...
Turkish preschool teachers’ beliefs about children’s conception about social conventional and moral events Karaduman, Muhammet Ali; Erden, Feyza; Department of Early Childhood Education (2018) This phenomenological study investigates the beliefs of Turkish preschool teachers regarding young children’s conception of moral and social conventional events. To serve for this purpose, participants’ definitions and categorizations of young children’s in-class behaviors have been identified first and then participant teachers own conceptions have been examined before analyzing their beliefs. The data has been conducted from 26 Turkish preschool teachers working in 5 different provinces in Turkey. Primary...
Changes in Early Childhood Teachers' Assessment Practices: Positioning Pedagogical Documentation BULDU, ELIF; Olgan, Refika (2021-01-01) Collecting traces of children's learning story through pedagogical documentation (PD) has increasingly been acknowledged in early childhood education because it helps to make decisions about development of child-centered curriculum. However, there is still a lack of attention on creating child-centered assessment practices in different educational contexts. This study, therefore, aimed to investigate how PD implications were changed in Turkish early childhood teachers' assessment practices after participati...
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 ...

Citation Formats

E. Buldu, “Changes in teachers’ practices of building democratic values in preschool settings through pedagogical documentation,” Ph.D. - Doctoral Program, Middle East Technical University, 2018.