Prospective Preschool Teachers Research Articles

Topological Analysis of Correlations (TACO) model for analyzing prospective preschool teachers’ science teaching attitudes based on their epistemological beliefs and views on the nature of science

Topological Analysis of Correlations (TACO) model for analyzing prospective preschool teachers’ science teaching attitudes based on their epistemological beliefs and views on the nature of science

Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles

This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males) prospective pre-school teachers studying in their first, second, third, and fourth year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the ‘Science Education Self-Efficacy Belief Scale’ developed by Riggs and Enochs (1990) and adapted into Turkish by Özkan et al. (2002) and ‘Kolb Learning Style Inventory’ developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers’ self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs.

Opinion of Pre-service Preschool Teachers on Responsiveness: A Comparative Study of Latvian and Polish Students in the Aspect of Sustainable Education

Abstract The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education – respectful communication, participation, empathy, flexibility, and the ability to change so that a teacher would be able to ensure an emotionally safe and supervised learning environment. The aim of the article is to analyze and compare the opinions of students, pre-service preschool teachers, about teacher’s responsiveness in Latvian and Polish institutions of higher education. The research methodology includes the theoretical method – analysis of academic literature – and the empirical method – a survey of 307 Latvian and Polish full-time and part-time students in the period of 2020–2021. The survey was conducted online. Data processing was performed using the SPSS program. The results show that, in general, the understanding of prospective preschool teachers about the importance of teacher responsiveness in pedagogical activities and the need to undertake responsibility and leadership in regulating children’s reactions is positive. However, several differences have been identified between the opinions of Latvian and Polish students.

Investigation of Prospective Preschool Teachers’ Beliefs about Mathematics Teaching and Learning

Preschool teachers' beliefs about mathematics are crucial for qualified mathematical learning environments because children need to develop mathematical concepts based on their level of mathematical knowledge. Therefore, the purpose of this research is to determine prospective preschool teachers' beliefs about mathematics teaching and learning and to examine the effect of different variables on these beliefs. This research involved 884 prospective preschool teachers as the research sample at three state universities in Turkey. A belief Scale on mathematics teaching and learning was used as a data collection tool. The results showed that prospective teachers had positive beliefs about mathematics teaching. Moreover, there was a significant difference on prospective teachers’ beliefs in accordance with grade levels. On the other hand, according to the type of prospective teachers’ high school graduation, there was a significant difference in favor of prospective teachers who graduated from vocational high schools in the “mathematical learning” and “nature of mathematics” sub-scales of the scale.

Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers

This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.

Development of prospective preschool and primary school teachers in the area of ICT use in education

The study was intended to examine the evaluation of the development of students’ and future teachers’ preparation in the area of digital preschool and primary school education, supported by information and communication technology (ICT). In this article, the author studies the concept and the curriculum of the “Information technology in the education of children of preschool and primary education” course implemented in the pedagogy program bachelor specialization referred to as “Preschool and primary school education,” with active e-learning support, particularly in the form of distance courses, applications, Internet sources, websites, and digital resources. The author analyzes details of the curriculum of the course, the concept of each task, criteria of their assessment, the learning outcomes, and examples of projects. A review is provided of a course based on some evaluative materials. Moreover, the author discusses selected results of surveys of students’ opinions about specific tasks, particularly the evaluation criteria of didactic applications and educational websites, self-reflections on course achievements, and fulfilment of their expectations.

Prospective preschool and primary school teachers’ knowledge and opinion about gamification

Abstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.

COMPARATIVE STUDY ON THE UNDERSTANDING OF RESPONSIVENESS IN PRE-SERVICE PRESCHOOL TEACHERS IN THE COVID-19 EMERGENCY SITUATION (2018-2020)

The global pandemic of Civid-19 has led to significant changes in the transformation of the system of education and teacher training. Regarding the training of prospective preschool teachers at the institutions of higher education, there is a growing need to develop multiple competencies so that a teacher can create an emotionally safe and supervised learning environment. Our study highlights the importance of the responsiveness of preschool teachers in providing supportive responses, responsibility, and guidance regulating children’s emotions in the pedagogical activity. The aim of the study is to analyze and compare the perceptions of students, pre-service preschool teachers, on teachers’ emotional responsiveness before the global pandemic and during the Covid-19 emergency. The materials and methods used in the study include the theoretical method – the analysis of literature - and the empirical method – a survey of 600 part-time students working in pre-school educational institutions in 2018 and in 2020. The survey was conducted online. The data were processed using the software SPSS. The results of the study demonstrate that, generally, the Covid-19 emergency has increased the willingness of prospective preschool teachers to undertake responsibility and leadership in regulating children’s emotions. The students have become more responsible and determined; their understanding of the importance of emotional responsiveness in teacher’s work is higher than before the pandemic

Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels

The aim of this study is to examine the relationship between prospective preschool teachers' digital literacy and teaching readiness levels. The research was conducted with the correlational survey model, one of the quantitative research methods. The sample of the study consisted of 349 prospective preschool teachers studying in third and fourth year in four state universities in Turkey during the academic year 2020-2021. Data on digital literacy levels of prospective preschool teachers were collected with the "Digital Literacy Scale", and data on their readiness to teach were collected with the "Teaching Readiness Scale". The data were analyzed with the SPSS 22 software program. As a result of the analysis of the data, it was determined that prospective preschool teachers' digital literacy and teaching readiness levels were high, and that their levels of digital literacy and teaching readiness did not differ according to gender or grade level variables. It was revealed that there was a moderate, positive relationship between the digital literacy and teaching readiness levels of prospective teachers.

Investigation of Prospective Preschool Teachers’ Attitudes towards Science Education and Learning Styles

The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students’ attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers’ attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studying in the first, second, third and fourth class of faculty of education of a state university. The data were collected using the “The Science Teaching Attitude Scale” developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya, and Çakıroğlu (2002) and “Kolb Learning Style Inventory” developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive statistical analysis and predictive statistical analysis were used in the statistical calculations of the data obtained in the study. As a result of the study, it was found that there was no statistically significant difference in the attitudes of prospective teachers towards science education according to their learning styles. In addition, it was determined that prospective pre-school teachers developed positive attitude towards science education and had different learning styles. Based on the results, suggestions have been made regarding the organization of learning environments according to learning styles and the studies that will increase the attitude levels towards science education.

COVID-19 from the Perspective of Preschool Prospective Teachers: What Can We Do for Children?

The current study was carried out to determine the problems that preschool children experience during COVID-19 and also what could be done from perspectives of preschool prospective teachers. The working group of the study was made up of 45 projects prepared by 15 preschool prospective teachers attending to the midterm exam of lecture of “Practices of social service” in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. As a data collection tool, the project preparation form (A unstructured survey form) that was prepared by the researcher was used. The study was carried out qualitative research methods and the projects comprising the working group of the study were analyzed with content analysis technique. At the end of the study, the problems that preschool children might experience in the pandemic period, the purposes to decrease these problems to minimum, the concepts and values to be attained and recommendations for projects were determined. Various recommendations were made in line with the findings obtained.

The Effect of Drama Course on Prospective Primary and Preschool Teachers' Communication Skills

This research aims to determine the effect of the drama course on the communication skills of prospective primary and preschool teachers. In the research, a one group pretest-posttest model was used before the pilot-test. The research population of the study was 140 third-grade prospective teachers who studied at Afyon Kocatepe University Faculty of Education Primary and Preschool Education program and took drama lessons. Since the entire population was available for research, sampling was intentionally omitted. “Communication Skills Scale” developed by Korkut, Owen and Bugay (2014) was used as the data collection tool in the research. In the data analysis, Wilcoxon Signed Rank Test was used in the comparison of the difference between two pairs in dependent groups. In the comparison of binary groups, Mann Whitney U Test was applied. It was concluded that there was a significant difference in favour of the posttest among the pretest and posttest scores obtained from the “Communication Skills Scale” and its sub-dimensions of the prospective Primary and Pre-school teachers who took the drama course in the research and favour of the female prospective teachers among the pretest and total scores. It is also concluded that there is no significant difference between pretest and posttest score differences between Primary and Preschool prospective teachers.

Cartoons: A Profound Outlook within the Scope of Children and Media

The current study was carried out to evaluate cartoons from the perspective of preschool prospective teachers within the scope of Child and Media Lecture in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. The working group of the study consisted of 46 cartoon parts evaluated by 24 preschool prospective teachers attending to the lecture of “Child and Media” in the content of final assignments. As a data collection tool, cartoon evaluation form (an unstructured survey form) that was prepared by the researcher was used. The study was conducted following qualitative research method, and it was analyzed with the content analysis technique. At the end of the research, the positive and negative features of protagonist, the positive and negative features of other heroes, the positive and negative effects of cartoon on children, subliminal messages, the personal views and recommendations of the prospective teachers with regard to the cartoons they analyzed were determined. Depending on the results obtained, various recommendations were provided.

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

Okul Öncesi Öğretmeni Adayları İle Sınıf Öğretmeni Adaylarının İnformal Öğrenme Şekillerinin İncelenmesi

This research was carried out to determine the informal learning behaviors of prospective pre preschool teachers and prospective primary school teachers. The research is a descriptive survey model. The research was conducted in the 2018-2019 academic year with the participation of a total of 519 teachers of 289 prospective preschool teachers and 230 prospective primary school teachers who were attending at Kutahya Dumlupinar University Faculty of Education. Descriptive statistics were used to analyze the data. According to the results of the research, prospective teachers stated that they search the internet most frequently and at least examine journals related to their fields in informal learning activities. They stated that the most lack of the time and at least the lack of least the monetary rewards for environmental inhibitors affecting informal learning activities. When the personal characteristics that affect informal learning are examined, prospective preschool teachers stated their desire to learn the most, while the prospective primary school teachers expressed the most interest in the professional field and their perceptions about professional skills as the least effective personality characteristic.

Okul Öncesi Öğretmen Adaylarının Temel Bilimsel Okuryazarlık Düzeyleri İle Bilimsel Tutumlarının İncelenmesi

The purpose of this study is to analyze basic science literacy and the scientific attitude level of prospective pre-school teachers. For this purpose, scientific literacy and scientific attitude levels of prospective teachers are analyzed for certain variables. In this study, the survey model is adopted. This study is conducted in the 2018-2019 academic year. A total of 288 prospective pre-school teachers among which 251 are female and 37 are male at a public university, Pre-School Teaching department participated in this study. Data collection tools; Test of Basic Scientific Literacy (TBSL) and Scientific Attitude Scale. The findings indicated that basic scientific literacy levels of prospective pre-school teachers are above the acceptable average score. It is determined that prospective pre-school teachers had above average scores in basic scientific literacy scale sub-dimensions. According to scientific attitude scale total scores, the current findings noticed that the scientific attitude level of prospective pre-school teachers is at a medium level. It is seen that both basic scientific literacy average scores and scientific attitude average scores of prospective pre-school teachers had a significant difference for gender variable. It is determined that there is a positive, significant relationship between basic scientific literacy total scores and scientific attitude total scores of prospective pre-school teachers.

Okul Öncesi Öğretmen Adaylarının Uzamsal Düşünme Becerilerinin İncelenmesi

The aim of this study was to investigate prospective preschool teachers’ spatial thinking skills in terms of gender, class standings, type of high school they previously graduated from and whether they attend a course on early mathematics education or not. Survey Method was used in this study. A total of 132 prospective preschool teachers who were attending a preschool teacher training program at a state university in Turkey participated in this study. Santa Barbara Sense of Direction Scale (SBSOD) and Spatial Ability Self-Report Scale (SASRS) were used as the data collection tools. Correlation Analysis was used to investigate correlation between the scores of two scales. ANOVA, Independent-Samples T-Test, Kruskal Wallis-H Test and Mann Whitney-U Test were used according to the assumptions of parametric tests. A positive correlation was found between the scores of two different scales. Differences between the mean scores of participants in terms of gender, class standings, high school types and whether they attended a course on early mathematics education or not, were not statistically significant for each assessment scale, as other results of this study.

CHANGE IN SENTIMENTS, ATTITUDES AND CONCERNS TOWARDS INCLUSIVE EDUCATION: A PERS

Inclusive education is a global movement that mediates the prevention of the exclusion of children with special needs in order to support their participation in the general education system. It is thought that the sentiments, attitudes, and concerns of the prospective preschool teachers towards inclusive education are related to their knowledge level about inclusive education. Therefore, in this study, the aim is to examine the change in the sentiments, attitudes, and concerns of the prospective preschool teachers towards inclusive education after they receive a training about inclusive education. The research adopted one-group pretest-posttest model as the experimental design. The study group was comprised of 138 prospective preschool teachers who attend Inclusive Education Program (IEP). IEP was developed by researchers with the purpose of increasing the level of knowledge, sentiments, and attitudes of prospective preschool teachers in terms of inclusive education and of decreasing their concern levels. IEP is a 10-week program prepared by researchers by examining the relevant literature and taking expert opinions. As data collection tools, “Personal Information Form” and “Sentiments, Attitudes, and Concerns Related to Inclusive Education Scale” were used. As a result of study, the sentiment, attitude, and concern levels of the prospective preschool teachers towards inclusive education were determined at a moderate level. In line with this conclusion, an intervention plan was made to increase the sentiment and attitude levels of the prospective preschool teachers and to decrease their concern levels. Following the implemented inclusive education training, it was observed that the sentiment and attitude levels of the prospective preschool teachers towards inclusive education increased and their concern levels decreased.

Prospective Preschool Teachers’ Metaphorical Perceptions about Art

Bu araştırmanın amacı okul öncesi öğretmen adaylarının sanat kavramına ilişkin algılarını metaforlar aracılığıyla belirlemektir. Araştırma nitel araştırma yöntemlerinden olgu bilim (fenomenoloji) deseninde yürütülmüştür. Araştırma, 2017-2018 öğretim yılında, Türkiye’ nin doğusunda yer alan bir üniversitenin Eğitim Fakültesi Temel Eğitim Bölümü Okul Öncesi Eğitimi Anabilim Dalı’nda öğrenim gören 92 öğretmen adayının katılımıyla gerçekleştirilmiştir. Öğretmen adaylarının araştırmaya katılmasında gönüllü ve istekli olmaları göz önünde bulundurulmuştur. Örneklem seçiminde kolay ulaşılabilir örnekleme kullanılmıştır. Araştırmaya dahil edilen öğretmen adaylarına ‘Sanat…….e/a benzer çünkü…...’ şeklinde eksik bırakılmış cümlenin yazıldığı bir form verilerek doldurmaları istenmiştir. Toplanan formlar nitel araştırma desenine uygun olarak içerik analizi yöntemi ile değerlendirilmiştir. Yapılan analiz sonucunda öğretmen adaylarının 61 farklı metafor ürettiği ve metaforların gerekçeleri dikkate alındığında 9 kategori altında toplandığı belirlenmiştir. Buna göre okul öncesi öğretmen adaylarının sanatı; özgün ve öznel olan, dışa vurum sağlayan, somutlaştıran, doğadan esinlenen, temel ihtiyaç olan, huzur ve keyif veren, güzel ve etkileyici olan, emek ve özen gerektiren bir kavram olarak algıladıkları sonucuna varılmıştır. Bu sonuç ışığında öneriler getirilmiştir.

Okul Öncesi Öğretmen Adayları İçin Çocuk Hakları Eğitimi Programının Geliştirilmesi

In this study, it was aimed to develop the Children's Rights Education Curriculum (CREC) for prospective preschool teachers (PPTs). In the study, 42 PPTs studying at the second-grade level were provided education with CREC for 28 weeks. Within the scope of the CREC, an education process consisting of three stages aimed at developing understanding, skills and attitude was organized for children's rights (CR) and children's rights education ( CRE). In the first stage, studies were carried out to develop understanding and attitude for CR, the violation of CR and the UNCRC. In the second stage, studies were carried out for the development of the characteristics of CRE and CRE-based educational environment and the development of attitude towards CRE. Also, in this process, attitude development studies for CR were maintained. In the third stage, studies were carried out for the development of activity planning and material designing skill and the development of attitude. The study results showed that positive developments occurred in the understanding regarding the violation of CR, CR and UNCRC, the attitudes towards CR and CRE, and the event planning and material designing skills related to CRE of PPTs after the CREC. The study is important in terms of being a model application for the integration of CRE into pre-school teacher training programs and providing information in this context.