Abstract:

The purpose of this study is to compare the pedagogical content knowledge (PCK) of preschool teachers who received philosophy educator training with children and who did not. A total of six preschool teachers from different seniorities and experiences participated in this case study. Personal Information Form, Teaching Activity Plan and PCK Interview Guide were used as data collection instrumentss in order to examine and compare the pedagogical content knowledge of participants about thinking skills education in depth. First, inductive content analysis was performed on the data obtained. Through the themes and concepts reached, PCKs of the participants who received and did not receive philosophy educator training with children were compared. Subsequently, PCK maps created with the help of in-depth direct PCK analysis and enumerative approach were compared. It has been revealed that teachers who have trainer education tend to use inquiry-based methods. On the other hand, it has been revealed that teachers who do not receive trainer training resort to teacher-centered methods. In addition, it has been found that PCK maps of teachers who receive philosophy educator training with children create a more balanced component interaction. Finally, teachers strongly influenced their knowledge of instructional orientation and student understanding.

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