Abstract:

The purpose of this research is to explore what pre-school teachers know about their vocal awareness skills, what they do at the level of practice, their state of perception and their needs in relation to it. The research designed in the visual scan pattern, taking into account the 12 districts classification determined by TÜIK, 396 pre-school teachers participated with the appropriate sampling method. As a data collection tool, an open-end and already-selective question-based survey was used to determine the opinions of pre-school teachers about the vocational awareness education prepared by researchers. The research has found that a large proportion of pre-school teachers do not know the tasks related to the development, scope and stages of vocal awareness skills, have problems in the organization of learning environments, in the phase of planning, implementation and evaluation of events, and often consider themselves partially sufficient and insufficient. It is also revealed what the educational needs and expectations of voice-consciousness are.

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