An Examination of Turkish Early Childhood Teachers' Challenges in Implementing Pedagogical Documentation

Date

2020-09-01

Author

YILMAZ, ARİF
ŞAHİN, FİGEN
Buldu, Mehmet
ÜLKER ERDEM, AYÇA
EZMECİ, FULYA
Somer Olmez, Berrin
Aydos, Emine Hande
Buldu, Elif
Unal, Hazal Begum
Aras, Selda
Buldu, Metehan
AKGÜL, ESRA

Metadata

Show full item record

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

Item Usage Stats

487
views

0
downloads

This study examined the challenges of pedagogical documentation from the perspectives of Turkish early childhood teachers. Pedagogical documentation was initially introduced as a teaching, learning, and assessment tool in early childhood education settings in Turkey through a three-year project. A total of 22 early childhood teachers working in a variety of early childhood programs participated in the study. Data were gathered via semi-structured and focus group interviews at the end of an intervention on the use of pedagogical documentation. The data analysis was based on an inductive approach, revealing that teachers encountered functional and attitudinal challenges in implementing pedagogical documentation. Three major themes or challenges emerged in this study: (a) challenges originating from contextual elements, (b) challenges originating from the nature of pedagogical documentation, and (c) challenges related to the adaptations of teachers to the pedagogical documentation process. The findings underline the need to transform teachers' perspectives so that they are more amenable to child-centered practices while acknowledging the importance of collaboration with all stakeholders. In-service and pre-service training should be planned to support teachers' understanding of pedagogical documentation and to ensure that teachers employ the pedagogical documentation process in their own practices.

Subject Keywords

Education, Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/57225

Journal

EARLY CHILDHOOD EDUCATION JOURNAL

DOI

https://doi.org/10.1007/s10643-020-01113-w

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Understanding the Gaps Between Turkish Teachers' Beliefs and Practices for Dealing With Preschoolers' Peer Relationship Problems Sendil, Cagla Oneren; Erden, Feyza (Informa UK Limited, 2019-07-04) Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children's peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children's daily routines and activities in a natural classroom environment, which specifically included the teachers' pr...
An investigation of the validity and reliability of the adapted mathematics anxiety rating scale-short version (MARS-SV) among Turkish students Baloğlu, Mustafa (Springer Science and Business Media LLC, 2010-12-01) This study adapted the Mathematics Anxiety Rating Scale-Short Version (MARS-SV) into Turkish and investigated the validity and reliability of the adapted instrument. Twenty-five bilingual experts agreed on the language validity, and 49 Turkish language experts agreed on the conformity and understandability of the scale's items. Thirty-two subject matter experts' responses provided evidence for content validity. Finally, 475 college students (51.58% men) responded to the adapted scale. Based on the existing ...
A multilevel analysis of home and classroom literacy environments in relation to preschoolers' early literacy development Altun, Dilek; Erden, Feyza; Snow, Catherine E (Wiley, 2018-11-01) This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have ...
Investigating early childhood teachers' views on science teaching practices: the integration of science with visual art in early childhood settings Yilmaztekin, Elif Ozturk; Erden, Feyza (Informa UK Limited, 2017-01-01) This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the classroom. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices and they claimed ...
Personal and Contextual Factors Associated With Students' Cheating in Science Taş, Yasemin; Öztekin, Ceren (Informa UK Limited, 2010-01-01) The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students' cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered to 1,950 seventh-grade students enrolled in 12 public schools. The authors conducted hierarchical linear modeling analyses to measure to what extent personal and c...

Citation Formats

A. YILMAZ et al., “An Examination of Turkish Early Childhood Teachers’ Challenges in Implementing Pedagogical Documentation,” EARLY CHILDHOOD EDUCATION JOURNAL, pp. 0–0, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/57225.