An Investigation of Turkish Early Childhood Teachers' Self-Reported Beliefs and Practices Regarding Assessment

Date

2017-01-01

Author

BULDU, METEHAN
Erden, Feyza

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

228
views

0
downloads

This paper presents an examination of Turkish early childhood education teachers' self-reported beliefs and practices in relation to classroom assessment, to determine their relationship to the teachers' educational and professional backgrounds. A survey method was applied to 194 teachers in private and public early childhood education centers serving children three to six years located in Ankara, Turkey. Results revealed that the early childhood education teachers' beliefs were correlated with their classroom practices which means early childhood teachers practice what they believe in terms of developmentally appropriate practices. Having an undergraduate or post graduate degree and years of teaching experience, were found to affect the teachers' self-reported beliefs as well as their self-reported classroom practices. Moreover, it means that a strong positive correlation between the early childhood education teachers practice scores and the level of education, meaning the higher the level the higher practices scores they received. Thus, it means the more early childhood education content knowledge is gained through obtaining a higher level of education, the more the greater the appropriate assessment practices the teachers implement. Also the amount of teaching experience was found to be significant in their self-reported beliefs and practices and this means that teachers' years of teaching experience may influence their beliefs and practices.

Subject Keywords

Early Childhood Education, Assessment, Teachers' Beliefs, Teachers' Practices

URI

https://hdl.handle.net/11511/55712

Journal

JOURNAL OF EDUCATION AND FUTURE-EGITIM VE GELECEK DERGISI

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

An Investigation on perceptions and self reported practices of early childhood teachers towar5ds instructional arrangement for classroom management Aras, Selda; Erden, Feyza; Department of Early Childhood Education (2012) The aim of the study is to investigate early childhood teachers’ perceptions and self-reported practices towards instructional arrangement for classroom management. In the light of literature review components of instructional arrangement were evaluated and the most common elements used by researchers were selected to be investigated within this study. Materials, daily schedules, and curriculum planning are the three components that are included in the study. More specifically, the present study aimed to ex...
A Content analysis of early childhood education graduate theses written in Turkey Demirtaş İlhan, Seden; Tantekin Erden, Feyza; Department of Early Childhood Education (2017) This study aims to investigate descriptive characteristics, research topics and methodological procedures of master’s theses and doctoral dissertations regarding early childhood education in Turkey. Within the scope of the current study, 931 M.S. theses, and 171 Ph.D. dissertations were analyzed according to university, institute, department, publication year, the degree held by the advisor, research topic, the sample group, the city where the study took place, research setting of the study, the type of res...
A qualitative study on the perceptions of early childhood teachers towards physical design for classroom management Şahin, İkbal Tuba; Erden, Feyza; Department of Early Childhood Education (2009) The aim of this study is to examine the perceptions of early childhood teachers in relation to the influence of the physical environment of the classroom on classroom management. More specifically, the present study examined teachers’ perceptions about the factors which influence their classroom management practices, how the physical environment of the classroom influences their instructional processes and teacher-student interactions. To collect the data for the study, a semi-structured interview schedule ...
A case study on transdisciplinary approach of integrated curriculum perspectives of early childhood teachers Özer, Özden; Erden, Feyza; Department of Early Childhood Education (2010) The purpose of this study is to examine teachers’ beliefs and perspectives about an applied transdisciplinary approach of integrated early childhood curriculum. While developing an integrated curriculum for early childhood education, one of the challenges for educators is delivering the themes into different disciplines. For this reason, researchers have developed different models to integrate disciplines in different ways. Transdisciplinary approach is one of the models developed for integrated curriculum....
A Study on Novice Classroom Teachers' Problems with Regular and Alternative Certificates Taneri, Pervin Oya; Ok, Ahmet; Department of Educational Sciences (2004) The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were eleme...

Citation Formats

M. BULDU and F. Erden, “An Investigation of Turkish Early Childhood Teachers’ Self-Reported Beliefs and Practices Regarding Assessment,” JOURNAL OF EDUCATION AND FUTURE-EGITIM VE GELECEK DERGISI, pp. 29–49, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55712.