A Comparison of Preschool and First Grade Teachers' Views about School Readiness

Date

2013-06-01

Author

Sahin, Ikbal Tuba
Sak, Ramazan
TUNCER, NURAN

Metadata

Show full item record

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

Item Usage Stats

295
views

0
downloads

School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggestions for effective school readiness. Also, the findings showed that preschool and first grade teachers tended to have similar views related school readiness.

Subject Keywords

School Readiness, Teachers' View, First Grade Teachers, Preschool Teachers, Preschool Education

URI

https://hdl.handle.net/11511/62745

Journal

KURAM VE UYGULAMADA EGITIM BILIMLERI

Collections

Department of Elementary Education, Article

Suggestions

OpenMETU
Core

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...
The Role of social media products in parent involvement: from the perspective of parents and teachers on communication Mumcu, Tuba; Demircan, Hasibe Özlen; Department of Early Childhood Education (2018) The aim of this study was to examine the use of social media products in parent-teacher communication in the early childhood education period from preschool teachers’ and pre-schoolers parents’ perspectives. More specifically, this study explored what preschool teachers and parents think about the use of social media products in communication as an aspect of parent involvement, are there any differences in their opinions, and do some demographic variables influence this issue? The views of participants were...
Developing a school based professional development program for improving technological skills and andragogical knowledge of teachers in private night high schools Aksoy, Afra Nur; Aksu, Meral; Department of Educational Sciences (2018) To improve the effectiveness of teachers in Private Night High Schools (PNHS), the main purpose of this study was to make the teachers in a particular PNHS participate in a School Based Professional Development (SBPD) program for their needs in educational technologies and adult learning theory (andragogy). This was a case study including quantitative and qualitative data collected through Principles of Adult Learning Scale (PALS), Questionnaire of Educational Technologies (QEdTech), classroom observations,...
An Investigation of Turkish Early Childhood Teachers' Self-Reported Beliefs and Practices Regarding Assessment BULDU, METEHAN; Erden, Feyza (2017-01-01) 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 classr...
Relationship between emotional skills of preschoolers and emotional intelligence of their teachers and mothers Terzioğlu, Tuğçe Esra; Olgan, Refika; Department of Early Childhood Education (2018) The purpose of this study is to investigate the emotional skills of 66–72-month-old children and the emotional intelligence levels of their preschool teachers and mothers, as well as to examine the predictive impact of the emotional intelligence of the preschool teachers and the emotional intelligence of the mothers on the emotional skills of the 66–72-month-old children. The sample of this study involves 66–72-month-old children (N=126) who are attending public and primary elementary schools and preschools...

Citation Formats

I. T. Sahin, R. Sak, and N. TUNCER, “A Comparison of Preschool and First Grade Teachers’ Views about School Readiness,” KURAM VE UYGULAMADA EGITIM BILIMLERI, pp. 1708–1713, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/62745.