Using documentation as a teaching tool in Turkish early childhood programmes

2015-10-07
Yılmaz, Arif
Şahin, Figen
Buldu, Mehmet
Ülker Erdem, Ayça
Buldu, Elif
Ünal, Hazal Begüm
This study examined the contribution of pedagogical documentation as a teaching tool to the practices of ECE teachers as well as the support mechanisms for- and challenges in using it.The use of pedagogical documentation as a teaching/learning tool is well documented in the literature, however, only a few studies (Aghayan et al., 2005; Buldu, 2010; Emilson & Samuelsson, 2014; Goldhaber & Smith, 1997; MacDonald, 2007) examined the contribution of it to early childhood teaching. The process pedagogical documentation provides a kind of debriefing or revisiting of children’s experiences during which new understandings can be clarified, deepened and strengthened (Dahlberg et al., 2006). A variety of documentation tools—visual representations or archives of children’s learning that provokes reflection are used in this process (Buldu, 2010). A purposive sample of twenty-four ECE teachers participated in this study. The data was collected through observations and semistructured individual and focus-group interviews. The analyses of the data were founded on an inductive approach, which is based on the constant comparative method of data analysis (Strauss & Corbin, 1990). Participation to this study was voluntary. Informed consent was obtained from all participants, with an emphasis on confidentiality. The results suggested that pedagogical documentation was informative and guided teachers’ practices and improved children’s participation and motivation for learning. The results also highlighted the need for an assistant teacher, time for preparation and analysis of the observation data, and support from families. The implications for ECE programmes, teachers, teacher education programmes, and educational policy-makers will be presented.
25th EECERA Annual Conference (7 - 10 Ekim 2015)

Suggestions

The nature and development of interaction among components of pedagogical content knowledge in practicum
Aydın, Sevgi; Demirdogen, Betul; Akın Çelebi, Fatma; Kondakçı, Esen; Tarkin, Aysegul (2015-02-01)
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that t...
Effectiveness of early childhood teacher education programs perceptions of early childhood teachers
Gülmez Dağ, Gülçin; Yıldırım, Ali; Department of Curriculum and Instruction (2012)
The purpose of this research study is to identify teachers’ perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found...
Development of pre-service chemistry teachers' pedagogical content knowledge for nature of science : an intervention study
Demirdöğen, Betül; Kondakçı, Esen; Köseoğlu, Fitnat; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK fo...
Using Computer Spreadsheets in Teaching Mechanisms
Söylemez, Eres (2008-09-20)
In this paper the use of widely available user friendly spreadsheet programs such as Microsoft (R) Excel in teaching mechanisms is explained and its advantages over off-the-shelf programs are shown. Instead of using specific costly programs for the analysis and synthesis of different mechanisms, the students are first thought certain features of Excel and later starting with the analysis of single loop mechanisms, the solution of more complex problems in the analysis and synthesis of mechanisms are attempte...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum
Alici, Sule; Alan, Havva Ayça (2022-01-01)
In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Citation Formats
A. Yılmaz, F. Şahin, M. Buldu, A. Ülker Erdem, E. Buldu, and H. B. Ünal, “Using documentation as a teaching tool in Turkish early childhood programmes,” presented at the 25th EECERA Annual Conference (7 - 10 Ekim 2015), Barcelona, Catalunya, Spain, 2015, Accessed: 00, 2021. [Online]. Available: http://www.eecera.org/wp-content/uploads/2016/09/barcelona-2015.pdf.