Abstract:

The main purpose of this research is to determine how preschool teachers' pedagogical beliefs affect their pedagogical competencies. In this framework, a mixed method, which includes both quantitative and qualitative research methods, was used. The research was carried out with the participation of 74 preschool teachers working in educational institutions affiliated to the Ministry of Education in Istanbul. The Pedagogical Belief Systems Scale (PISS) was administered to all participants, thus creating a sub-sample. The participants were divided into two subgroups of four, each representing the lower and upper pedagogical belief profile, according to the scores they got from the scale. The main problem situation was tried to be explained to the sub-samples by using the Lesson Plan Configuration Form (DPYF) and Pedagogical Competence Interview Questions. The verbal data obtained from the participants were divided into themes and analysed with the help of inductive content analysis through the continuous comparison method. As a result of the research, it was determined that preschool teachers with high pedagogical beliefs focus more on child-centered processes, and they mostly include in-class interactive integrated activities in their instructional processes. It was observed that preschool teachers with low pedagogical belief levels focused more on direct concept teaching in pedagogical conceptualizations in their lesson plans. Preschool teachers with a more student-centered pedagogical belief see themselves as pedagogically competent, while preschool teachers with a more teacher-centered pedagogical belief do not see themselves as sufficient.

Keywords: