Investigating perceived dispositions of Turkish preservice early childhood education teachers

Date

2021-01-01

Author

Buldu, Metehan
Erden, Feyza

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This study aimed to explore the changes in developing perceived dispositions of preservice early childhood education (ECE) teachers influenced by student teaching experience. A convergent mixed-method research design framework was used to collect data for the study. The study sample comprised 86 preservice teachers enrolled at a public university in Ankara, 14 university supervisors responsible for the student teaching experience, and 86 cooperating teachers from public and private schools who were assigned to preservice teachers during their student teaching experience. The results revealed that preservice ECE teachers’ teaching dispositions increased after the student teaching experience.

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85107459574&origin=inward
https://hdl.handle.net/11511/91152

Journal

Asia Pacific Journal of Education

DOI

https://doi.org/10.1080/02188791.2021.1933381

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

M. Buldu and F. Erden, “Investigating perceived dispositions of Turkish preservice early childhood education teachers,” Asia Pacific Journal of Education, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85107459574&origin=inward.