Abstract
ABSTRACTThe present study aims to investigate Turkish kindergarten teachers' beliefs toward learning and teaching and their current instructional practices in kindergarten classrooms. To this end, teacher interviews and classroom observations were conducted with 28 kindergarten teachers. The interview results showed that teachers did not realize the critical role of hands-on materials, peers, colleagues, teacher education programs, and professional development programs on young children's learning. In addition, the observation results showed that students spent almost one third of their time for waiting in line, moving from one activity to another, and so on. Also, limited time is spent on mathematics, science, and social studies. Thus, the study has critical implications for future research in terms of teacher education programs as well as professional development programs for in-service kindergarten teachers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: European Early Childhood Education Research Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.