Pre Service Early Childhood Teachers Views about Integrated Curriculum

Date

2016-08-01

Author

Öztürk Yılmaztekin, Elif
Erden, Feyza

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The goal of this study is to focus on pre-service early childhood teachers’ views on the place of integrated curriculum in Turkish National Curriculum. The participants were 30 pre-service teachers enrolled in an Early Childhood Education program in a public university in Turkey. For this study, qualitative research design was used to explore pre-service early childhood teachers’ views about integrated curriculum. The data were collected through reflection papers written by 20 pre-service early childhood teachers about the implementation of integrated curriculum in early childhood settings and interviews with ten pre-service teachers. The findings of the analysis indicated that pre-service teachers thought that integrated curriculum is a part of preschool curriculum. Most of them focused on the positive effects of integrated curriculum on children’s learning progress. Moreover, they believed that early childhood teachers generally used integrated curriculum in their classroom practices such as in drama, literacy, and science activities

Subject Keywords

Qualitative study, Pre-service education, Early childhood education, Integrated curriculum

URI

https://hdl.handle.net/11511/81146

Journal

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi

Collections

Department of Educational Sciences, Article

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Citation Formats

E. Öztürk Yılmaztekin and F. Erden, “Pre Service Early Childhood Teachers Views about Integrated Curriculum,” Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, pp. 33–49, 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/81146.