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Preschool teachers' beliefs and practices related to child-centred education in Turkey
Date
2018-01-01
Author
Sak, Ramazan
Erden, Feyza
Morrison, George S
Metadata
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This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants' beliefs and practices. Data were collected through interviews, classroom observations and document review. The results indicated that the participant teachers' beliefs and practices as expressed through instructional activities, relationships, behaviour management, assessment, parental involvement and self-reporting were partially parallel to the child-centred education philosophy. Also, there was only partial consistency between teachers' beliefs about, self-reported practices of and actual practices of child-centred education.
Subject Keywords
Child-centred education
,
Preschool teachers
,
Teachers' beliefs
,
Teachers' practices
URI
https://hdl.handle.net/11511/38279
Journal
EDUCATION 3-13
DOI
https://doi.org/10.1080/03004279.2017.1322995
Collections
Department of Elementary and Early Childhood Education, Article
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R. Sak, F. Erden, and G. S. Morrison, “Preschool teachers’ beliefs and practices related to child-centred education in Turkey,”
EDUCATION 3-13
, pp. 563–577, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38279.