Okul öncesi öğretmenlerinin sınıf dışı etkinlikler kapsamındaki bilişsel gelişim inançlarını incelemeyi amaçlayan bu çalışma nitel araştırma yöntemlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Bu araştırmanın çalışma grubunu Konya ilinde görev yapmakta olan okul öncesi öğretmenleri oluşturmaktadır. Konya ili merkez ilçelerinde çalışmakta olan 35 okul öncesi öğretmeni basit seçkisiz örnekleme yöntemi ile seçilmiştir. Çalışmada araştırmacılar tarafından oluşturulan yarı yapılandırılmış görüşme tekniği veri toplama aracı olarak kullanılmış ve gönüllülük esasına dayalı olarak çalışmaya katılmış olan öğretmenlerden 2020-2021 eğitim-öğretim döneminde örgün eğitim yapabildikleri döneme ait günlük planları istenerek doküman incelemesinden yararlanılmıştır. Sonuç olarak, bilişsel gelişim ve sınıf dışı etkinlik algısı, sınıf dışı uygulamalar ve okul öncesi eğitim programı, planlama yaklaşımları ve uygulamaya yönelik engeller olmak üzere dört temel başlık ön plana çıkmıştır.
This study, which aims to study the beliefs of cognitive development of pre-school teachers within the scope of non-class activities, was carried out using the study of the situation from the research methods of this quality. The study group is made up of pre-school teachers who are working in the province of Konya. The 35 pre-school teachers who work in the central districts of Konya are selected by a simple, unselected sample method. The semi-structured conversation technique created by the researchers in the study was used as a data collection tool and the doctors who participated in the work based on the essence of volunteering took advantage of the document review by requesting the daily plans of the period in which they were able to do daily training in the 2020-2021 educational period. As a result, four key topics, including cognitive development and non-class activity perception, non-class practices and pre-school education program, planning approaches and obstacles to practice, have come to the forefront.
This study, which aims to examine preschool teachers' cognitive development beliefs within the scope of outdoor activities, was conducted as descriptive research as a part of qualitative research methods. The sample group of this research consists of preschool teachers working in Konya Province. Thirty-five preschool teachers working in the central districts of Konya were selected by convenience sampling method. In the study, the semi-structured interview form created by the researchers was used as the data collection tool as well as supported by document analysis. In this regard, the teachers who participated in the study voluntarily were asked to share their daily plans for the period in which they could do formal education in the 2020-2021 academic year, and document review was used. As a result, four main themes were prominent: the perception of cognitive development and outdoor activities, preschool education programme and outdoor activities, and planning approaches and barriers to implementation.
Alan : Eğitim Bilimleri; Fen Bilimleri ve Matematik
Dergi Türü : Ulusal
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