Abstract:

The purpose of this research is to determine the opinions of prospective preschool teachers candidate about in-classroom transitions. The research was based on the qualitative research method and the case study was chosen as the research design. When the study group was identified, criterion sampling method was used in this study. The basic criteria, determined by the researchers in this study, was that participants should have taken a teaching practice course in early childhood education department during the fall semester of 2017-2018 and participants continue to practice teaching in a preschool classroom. The study group is composed of 11 preschool teachers (2 males and 9 females). As data collection method interview method was used. The interviews were conducted face-to-face by the researchers and recorded on a voice tape. The data obtained as a result of the interviews were analyzed according to the content analysis technique and the themes, sub-themes and codes were extracted as a result of the analysis. Four themes were identified and these are "the importance of in-classroom transitions", "using strategies of in-classroom transitions", "problems of in-classroom transitions" and "solutions to problems". As a result, it has been determined that the vast majority of preschool teacher candidates place emphasis on in-classroom transitions in terms of children, teachers, and programs. In addition, it was determined that they use the most audiovisual strategies in the types of in-classroom transitions between activities, venues, and staff. However, they have encountered problems originating from the child and staff in in-classroom transitions, and it was determined that they make a suggestion for training and practice to solve these problems.

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