Turkish preschool teachers’ beliefs about children’s conception about social conventional and moral events

Download

index.pdf

Date

2018

Author

Karaduman, Muhammet Ali

Metadata

Show full item record

Item Usage Stats

300
views

139
downloads

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 method for data collection is three-interview-series which is a type of in-depth interview. Findings suggests that participants categorize in-class behaviors into two groups: desired and undesired behaviors. Findings also reveals that participants categorize events or transgressions into three categories: Moral, Social conventional and Mixed, which are also mentioned in previous social domain research. Teachers’ beliefs about children’s conceptions provide similar results for social conventional and mixed domain events. However, in terms of moral events, findings are totally different from both the teachers’ own conceptions and previous social domain research. Participants emphasized social conventional influences, especially obedience to authority, when they mention children’s conceptions for moral events. A conclusion to be drawn based on the findings is that participant teachers of the current study can differentiate social conventions from morality but they lack sufficient understanding of the moral capabilities of children. Given that the findings of the current study indicate that both pre-service and in-service trainings are required to help teachers understand moral development of children and its application to the classroom settings, recommendations are offered for the CHE and MoNE.

Subject Keywords

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

URI

http://etd.lib.metu.edu.tr/upload/12622365/index.pdf
https://hdl.handle.net/11511/27706

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Turkish preschool teachers’ beliefs and practices related to child-centered education Sak, Ramazan; Tantekin Erden, Feyza; Morrison, George S.; Department of Elementary Education (2013) The aim of this study was to describe preschool teachers' beliefs, self-reported and actual practices related to child-centered education in Turkey. In addition, the consistency of preschool teachers’ beliefs and their practices about child-centered education was examined. In order to investigate this phenomenon, 20 preschool teachers working in public schools were interviewed related to their beliefs and self-reported practices about child-centered education. Also, 5 of these teachers were observed and the...
Turkish early childhood pre-service teachers’ beliefs about free play and teacher roles in free play Meran, Sevi; Erden, Feyza Tantekin,; Department of Early Childhood Education (2019) The purpose of this study was to investigate Turkish early childhood pre-service teachers’ beliefs about free play and teacher roles in play as well as the changes, if any, occur in these beliefs after taking teaching practice course. In this study, explanatory sequential mixed method was employed and qualitative data was used to support and enrich the quantitative data. The participants of the study were senior early childhood preservice teachers from public universities in Ankara, ...
Changes in teachers’ practices of building democratic values in preschool settings through pedagogical documentation Buldu, Elif; Olgan, Refika; Department of Early Childhood Education (2018) 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 implementat...
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...
Development and implementation of a values education program for pre‐school children Erikli, Sultan; Tantekin Erden, Feyza; Department of Early Childhood Education (2016) The aim of the current study was to examine the impact of an education class on preschool values, prepared for 5- to 6-year-old children, teaching respect, responsibility, honesty, cooperation, sharing, and friendship. The participants in the study were 5- to 6-year-old children enrolled in a state school within the town of Gölbaşı in Ankara, Turkey. The research utilized an experimental study with a control group in which a pre- and post-test model was implemented. A total of 47 children, 23 of whom formed...

Citation Formats

M. A. Karaduman, “Turkish preschool teachers’ beliefs about children’s conception about social conventional and moral events,” Ph.D. - Doctoral Program, Middle East Technical University, 2018.