Preschool teachers' beliefs and practices related to child-centred education in Turkey

Date

2018-01-01

Author

Sak, Ramazan
Erden, Feyza
Morrison, George S

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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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Citation Formats

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.