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Bu çalışmada okul öncesi öğretmenlerinin örüntü kavramını işleme sürecine ilişkin görüşlerini incelemek amaçlanmıştır. Nitel araştırma yöntemlerinden açıklayıcı durum çalışması şeklinde yürütülen araştırmanın çalışma grubunun seçiminde amaçlı örneklem türlerinden ölçüt örnekleme kullanılmıştır. İki aşamadan oluşan bu çalışmanın birinci aşamasında 50 okul öncesi öğretmeni yer alırken ikinci aşamasında 15 okul öncesi öğretmeni yer almıştır. Verileri toplamak için araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde MAXQDA Analytics Pro 2018 (18.2.5) programı aracılığıyla nitel veri analiz türlerinden içerik ve vaka analizi kullanılmıştır. Araştırma sonucunda okul öncesi öğretmenlerinin örüntü kavramını işleme sürecinde sadece tekrarlayan örüntü türünü kullandıkları tespit edilmiştir. Öğretmenlerin tekrarlayan örüntü türlerinden ise renk, sayı, şekil ve nesne örüntüsü kullandıkları örüntü kavramını işlerken ise gösterip yaptırma, sunuş ve oyun yoluyla öğretim yöntemlerini kullandıkları anlaşılmıştır. Ayrıca öğretmenlerin etkinliklerini planlarken en çok büyük grup etkinliklerine yer verdikleri tespit edilmiştir. Araştırma sonucunda okul öncesi öğretmenlerinin örüntü konusunda bilgi düzeylerinin yetersiz olduğu ve öğretmenlerin örüntü kavramını işlerken sırasıyla en çok legolar, tahta bloklar, çalışma kâğıtları ve oyuncak kullandıkları görülmüştür. Öğretmenlerin günlük eğitim akışını planlarken en çok yararlandıkları kaynakların online ortamlar olduğu, en az yararlandıkları kaynakların ise okul öncesi eğitimi etkinlik havuzu, meslektaş görüşleri, lisans bilgileri ve hazır basılı kaynaklar olduğu sonucuna ulaşılmıştır. Üniversiteler ve Milli Eğitim Bakanlığı işbirliği yaparak okul öncesi eğitimindeki alan uzmanları tarafından öğretmenlerin ihtiyaçları doğrultusunda hizmet içi eğitim, iş başında eğitim ya da koçluk yapılması önerilmektedir.
In this study, the aim is to study the views of the pre-school teachers on the process of processing the concept of example. In the selection of the work group of the research conducted in the form of an explanatory state study of the quality research methods, measurement sampling from the purposes of sampling types was used. The first stage of this study, which consists of two stages, includes 50 pre-school teachers, while the second stage includes 15 pre-school teachers. It has been used a semi-configured conversation form developed by researchers to collect data. In data analysis, content and case analysis of the quality data analysis types have been used through the MAXQDA Analytics Pro 2018 (18.2.5) program. The research has found that pre-school teachers used only the repeated type of sample in the process of processing the concept of sample. It is understood that the teachers use the color, number, shape, and object sample from the repeated kinds of sample, and they use the teaching methods by showing and making, presenting and playing when processing the concept of sample. It is also found that the teachers participated in the biggest group activities when planning their activities. The research has found that pre-school teachers have insufficient levels of knowledge about sample and that teachers use most legos, wooden blocks, paperwork and toys, respectively, when processing the sample concept. The result was that the resources that teachers most use when planning their daily training flow are online environments, and the resources that they least use are pre-school training activities pool, colleagues' opinions, license information and ready printed resources. The universities and the Ministry of National Education, in cooperation with the field specialists in pre-school education, are recommended to perform service training, training or training at work in accordance with the needs of teachers.
In the current study, it was aimed to investigate preschool teachers’ opinions about the process of handling the concept of pattern. To this end, one of the qualitative research methods, the explanatory case study design was used and in the selection of the participants, one of the purposive sampling methods, the criterion sampling method was employed. In the first stage of the current study consisting of two stages, a total of 50 preschool teachers participated while a total of 15 preschool teachers participated in the second stage of the study. In the collection of the data, a semi-structured interview form developed by the researchers was used. In the analysis of the collected data, as in the qualitative data analysis methods, content analysis and two cases analysis were conducted in the MAXQDA Analytics Pro 2018 (18. 2. 5) program. As a result of the study, it was determined that the preschool teachers used only the repeated pattern type while handling the concept of pattern. It was also found that they only used colour, number, shape and object patterns from among the repeated pattern types and that they used the instructional methods of demonstrating and having students do, presentation and play while handling the concept of pattern. Moreover, while planning the activities, the teachers were found to include large group activities to the greatest extent. As a result of the study, it was concluded that the preschool teachers’ level of knowledge about the subject of patterns is insufficient and that while handling the concept of pattern, they mostly used legos, wooden blocks, worksheets and toys. The resources most frequently used by the preschool teachers while planning their daily schedule were found to be the online resources while the resources least frequently used by the preschool teachers were found to the preschool teaching activity pool, the opinions of their colleagues, the knowledge they retained from their undergraduate years, and the ready-to-use printed materials. In-service training, on-the-job training or coaching are suggested by field experts in line with the needs of teachers through the cooperation with universities and the Ministry of National Education.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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