Early Childhood Teachers' Beliefs and Self-reported Practices about Circle Time

Download

10463224.pdf

Date

2022-5

Author

Mumcuoğlu, Ayşenur

Metadata

Show full item record

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

Item Usage Stats

712
views

560
downloads

The aim of the study is to investigate in service early childhood teachers’ beliefs and self-reported practices about circle time. In this study, explanatory sequential mixed method design which comprises quantitative part and qualitative part followed by each other was employed sequentially. Participants of the study were in service early childhood teachers who are working in six main districts of Ankara. In the first part of the study, Early Childhood Teachers’ Beliefs and Self-reported Practices about Circle Time Survey were administered to 502 participants. In the second part of the study, a semi-structured interview protocol named Early Childhood Teachers’ Beliefs and Self- reported Practices about Circle Time Interview Protocol was carried out with 22 volunteer early childhood teachers. Descriptive statistics was utilized for quantitative results while descriptive analysis was conducted via MAXQDA 2020 program for qualitative results of the study. Findings of the study revealed that teachers mostly do language and literacy activities especially by sharing feelings, ideas and experiences with members of the circle. Also, the reason why teachers prefer to conduct circle time in their classes is revealed as their own wish owing to the benefits of circle time. Teachers’ beliefs about the benefits of circle time were majorly social-emotional development oriented. Teachers reported their constraints to circle time process as needs of children, diversity in class, administration related issues, and time related issues. Considering findings of the study, issues such as high-quality education, valuing diversity, need for teacher trainings and resources are discussed.

Subject Keywords

Circle time, preschool, early childhood education, early childhood teachers, teacher beliefs and practices

URI

https://hdl.handle.net/11511/97297

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme Özkanoğlu, Özden; Erden, Feyza; Department of Elementary Education (2015) The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Early Childhood Pre-service Teachers' Perceptions of Play Çiftçi, Ezgi; Sevimli Çelik, Serap; Department of Early Childhood Education (2022-9) The purpose of this study is to investigate early childhood pre-service teachers’ perceptions of play. Also, their perceptions of play in relation to play course enrollment was examined. The study was a mixed method research and designed as an explanatory sequential design. In the quantitative part of the study, the Play Perception Scale was conducted, and the data was collected from 242 early childhood pre-service teachers from different years of study. In addition, the quantitative data was analyzed with ...
Pre-service teachers’ attitudes towards the profession of early childhood education in terms of sex and gender role Karaduman, Muhammet Ali; Olgan, Refika; Department of Early Childhood Education (2011) The purpose of this study is to understand the attitudes of pre-service teachers, who are studying at the departments of early childhood education in universities in Turkey, towards the profession of early childhood education. Specifically, this study investigated the effect of sex and gender role on the attitudes of pre-service early childhood teachers. The sample of this study includes 1528 participants from 11 different state universities of Turkey. 278 of them are male pre-service teachers and 1250 of t...
Preschool teachers‟ beliefs and practices related to the processes of field trips Sevinç, Eda; Erden, Feyza; Department of Early Childhood Education (2019) This study aimed to investigate the preschool teachers‟ beliefs, self-reported and actual practices related to field trip activities in early childhood education. More specifically, the current study examined self-reports and observable practices of preschool teachers regarding planning, implementation and evaluation process of field trip activities. 20 participants from both public and private kindergarten in Ankara were interviewed related to their beliefs and self-reported practices about field trips. In...
Turkish early childhood pre-service teachers’ beliefs about free play and teacher roles in free play Meran, Sevi; Erden, Feyza Tantekin,; Department of Early Childhood Education (2019) The purpose of this study was to investigate Turkish early childhood pre-service teachers’ beliefs about free play and teacher roles in play as well as the changes, if any, occur in these beliefs after taking teaching practice course. In this study, explanatory sequential mixed method was employed and qualitative data was used to support and enrich the quantitative data. The participants of the study were senior early childhood preservice teachers from public universities in Ankara, ...

Citation Formats

A. Mumcuoğlu, “Early Childhood Teachers’ Beliefs and Self-reported Practices about Circle Time,” M.S. - Master of Science, Middle East Technical University, 2022.