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Erken çocukluk öğretmen eğitimi araştırmaları alanyazını, okul öncesi öğretmen adaylarının meslek seçiminde rol oynayan faktörlerin çocuğa ve çocukluğa dair sahip oldukları görüş ve inanışları çerçevesinde incelenmesinin önemini vurgulamaktadır. Bu çalışma, erken çocukluk eğitimi birinci sınıf öğrencilerinin meslek seçiminde rol oynayan faktörlerin neler olduğunu ve bunların öğretmen adaylarının çocuk ve çocukluğa dair algılarıyla ne yönlerden örtüştüğünü araştırmaktadır. Çalışma deseni nitel araştırma yaklaşımlarından “durum çalışması” olup, 15 öğretmen adayı ile her biri 60 ila 90 dakika arasında süren çok boyutlu yapılandırılmış derinlemesine görüşme tekniği kullanılmıştır. Bulgular (a) içsel motivasyon, (b) dışsal motivasyon, (c) özgecil/alturistik sebepler, (d) ödün verme ve (e) geçmiş bireysel deneyimler gibi faktörlerin öğretmen adaylarının meslek seçiminde belirleyici olduğunu göstermektedir. Öğretmen adaylarının meslek seçimi faktörleri ile sahip oldukları çocuk/çocukluk algıları arasındaki ilişki John Wall’un (2010) çocuğa ve çocukluğa dair tarihsel ve felsefi yaklaşım kuramı çerçevesinde incelendiği zaman net bir ilişki görünmemekle beraber; meslek seçimi faktörlerinin (a) tepeden alta, (b) alttan yukarı, (c) gelişimsel ve (d) çocukist-aktif gibi çocuk/çocukluk algıları ile karmaşık şekilde ilişkilendiği anlaşılmaktadır. Çalışma, meslek seçimi faktörleri ve bu faktörlerin çocuk/çocukluk algısı ile arasındaki karmaşık ilişkiyi kuramsal açıdan derinlemesine ortaya koymakta ve aynı zamanda erken çocukluk öğretmen eğitimi alanına öneriler sunmaktadır.
Early childhood teacher education research emphasizes the importance of pre-school teacher candidates to study the factors that play a role in their career choice in the framework of their views and beliefs about the childhood and childhood. This study explores what the factors that play the role of early childhood education first-class students in their career choices and what aspects they combine with teaching candidates’ perceptions of childhood and childhood. The study design is a "situation study" from the research approaches of the qualification, with 15 teachers candidates using a multi-dimensional structured deep-interview technique that lasts between 60 and 90 minutes each. The findings show that factors such as (a) internal motivation, (b) external motivation, (c) specific/alturistic causes, (d) consciousness and (e) past individual experiences are determinant in the career choice of teachers candidates. The relationship between the career choice factors and the childhood perceptions that teachers candidates possess is clear, while the historical and philosophical approach of John Wall to childhood and childhood (2010) is not seen as a clear relationship; the career choice factors (a) from the top to the top, (b) from the bottom to the top, (c) developmental and (d) child-active childhood perceptions are complexly linked. The study deeply demonstrates the complex relationship between the factors of career choice and the perception of childhood and childhood of these factors, and also offers recommendations for the field of early childhood teacher education.
Early childhood teacher education literature emphasizes the importance of examining the factors that play role in teacher candidates’ career choices in light of the views and beliefs they hold toward child/childhood. This study investigates what factors play a role in first year early childhood education teacher candidates’ career choices and how these factors overlap with their perceptions of child and childhood. The design was a “case study” of qualitative research approaches and multidimensional structured in-depth interviews, each of which lasted 60 to 90 minutes, were conducted with 15 teacher candidates. Findings show that such factors as (a) internal motivation, (b) external motivation, (c) altruistic reasons, (d) sacrificing, and (e) past personal experiences were determinant in teacher candidates’ career choices. When the relationship between teacher candidates’ career choice reasons and their child/childhood perceptions was examined based on John Wall’s (2010) historical and theoretical approach to childhood and childhood, no precise and apparent relationship was found. Yet it is understood that the factors of career choice are intricately related to (a) top down, (b) bottom up, (c) developmental and (d) childist-active perceptions of childhood. The study reveals in depth the theoretical implications of career choice factors and the complex relationship between these factors and child/childhood perceptions and presents suggestions for early childhood teacher education.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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