Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Exploring preschool teachers’ social and emotional development practices during distance education: A mixed-methods study
Date
2021-12-29
Author
Erzincan, Nilgün
Yapar, Nazlı Berfin
Erden, Feyza
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
200
views
0
downloads
Cite This
URI
https://hdl.handle.net/11511/95185
Conference Name
3rd International Education Research and Teacher Education Congress
Collections
Department of Elementary and Early Childhood Education, Conference / Seminar
Suggestions
OpenMETU
Core
Exploring Preschool Teachers’ Social and Emotional Development Practices During Distance Education: A Mixed-methods Study
Yapar, Nazlı Berfin; Erden, Feyza (2021-12-30)
The current study was conducted to reveal preschool teachers’ practices regarding children’s social and emotional development during distance education. A mixed-methods design was selected as the design for this study. First, data were collected from sixty-two preschool teachers through a questionnaire, and then semistructured interviews were conducted with seven of these preschool teachers. The findings of the study revealed the social and emotional development indicators that teachers focus on the most an...
EXPLORING PREPARATORY SCHOOL INSTRUCTORS’ VIEWS AND PRACTICES RELATED TO DIVERSITY AND INCLUSION IN ENGLISH LANGUAGE TEACHING: A CASE STUDY
Moran, Meltem Deniz; Karaman, Abdullah Cendel; Department of English Language Teaching (2022-9)
Schools reflect the larger society they belong to and therefore it is significant for teachers to raise respectful and tolerant generations towards those who are “different”. The issues of diversity and inclusion have a long history and different aspects. This qualitative case study aimed to explore English language preparatory school instructors’ views and practices regarding diversity and inclusion in language classes. The study was conducted at a foundation university’s English language preparatory progr...
Exploring middle school mathematics teachers’ treatment of rational number examples in their classrooms : a multiple case study
Avcu, Ramazan; Haser, Çiğdem; Department of Elementary Education (2014)
The purpose of this study was to explore middle school mathematics teachers’ treatment of rational number examples in their seventh grade classrooms. The data were collected from four middle school mathematics teachers who were teaching in different public schools in Aksaray during the fall semester of 2013-2014 education year. Data were mainly based on classroom observations, post lessons interviews, the student textbook and the middle school mathematics curriculum. The analysis of data revealed that teach...
EXPLORING MATHEMATICS TEACHERS' USE OF TEXTBOOKS: A MIXED METHODS STUDY
ÖZGELDİ, MERİÇ; Çakıroğlu, Erdinç (2011-07-15)
Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness
Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017)
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
N. Erzincan, N. B. Yapar, and F. Erden, “Exploring preschool teachers’ social and emotional development practices during distance education: A mixed-methods study,” presented at the 3rd International Education Research and Teacher Education Congress, Uşak, Türkiye, 2021, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/95185.