Bu araştırmanın amacı, okul öncesi öğretmenlerinin sanat ve estetik değerlerin kazandırılması ile ilgili öz yeterlik algılarını belirlemek ve yeterlik algılarının bazı değişkenlere göre değişip değişmediğini incelemektir. Araştırma tarama modeline dayalı olarak yürütülmüştür. Araştırmanın evreni, Trabzon il ve ilçe merkezlerindeki okullarda görev yapan 646 okul öncesi öğretmeninden oluşmaktadır. Araştırmanın örneklemi, küme örnekleme yöntemiyle seçilen 267 okul öncesi öğretmeninden oluşturulmuştur. Veriler, “Sanat ve Estetik Alan Yeterlik Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde aritmetik ortalama, frekans, yüzde, bağımsız gruplar t testi, tek yönlü varyans analizi ve Bonferroni testleri kullanılmıştır. Elde edilen bulgulara göre; okul öncesi öğretmenlerinin sanat ve estetik alanla ilgili öz yeterlik algılarının ölçeğin bilgi sahibi olma ve estetik bakma boyutlarında “yeterli”, sanat uygulamalarına yer verme boyutunda ise “biraz yeterli” düzeyinde olduğu tespit edilmiştir. Okul öncesi öğretmenlerinin öz yeterlik algılarının çeşitli değişkenlere göre anlamlı şekilde farklılaştığı görülmüştür. Araştırmada okul öncesi öğretmenlerinin sanat ve estetik değerlerin çocuklara kazandırılmasında öz yeterlik algılarının çok yüksek olmadığı, sanat uygulamaları boyutunda ise nispeten daha düşük olduğu; sanata olan merak ve ilgilerinin öğretmenlerin sanat ve estetik değerleri kazandırma öz yeterlik algılarını olumlu yönde etkilediği sonucuna varılmıştır.
The purpose of this study is to determine the self-efficacy perceptions of preschool teachers about acquiring art and aesthetic values and to examine whether their self-efficacy perceptions change according to some variables. The research was conducted based on the screening model. The study population consists of 646 preschool teachers working in Trabzon province and town centers. The study sample consisted of 267 preschool teachers selected by cluster sampling method. The data were collected using "Art and Aesthetics Field Competence Scale". Arithmetic mean, frequency, percentages, independent groups t-test, one-way ANOVA, and Bonferroni tests were used in the analysis of data. According to the findings, preschool teachers' self-efficacy perceptions of art and aesthetics were found to be "sufficient" in the dimensions of knowledge and aesthetics, and "somewhat sufficient" in including art practices. It was seen that preschool teachers' self-efficacy perceptions differed significantly according to various variables. In the research results, it was observed that the self-efficacy perceptions of preschool teachers to provide art and aesthetics values to students were not very high, and it was relatively low in the art practices dimension; it was concluded that curiosity and interest in art positively affected teachers' self-efficacy perceptions of gaining art and aesthetic values.
The purpose of this study is to determine the self-efficacy perceptions of preschool teachers about acquiring art and aesthetic values and to examine whether their self-efficacy perceptions change according to some variables. The research was conducted based on the screening model. The study population consists of 646 preschool teachers working in Trabzon province and town centers. The study sample consisted of 267 preschool teachers selected by cluster sampling method. The data were collected using “Art and Aesthetics Field Competence Scale”. Arithmetic mean, frequency, percentages, independent groups t-test, one-way ANOVA, and Bonferroni tests were used in the analysis of data. According to the findings, preschool teachers’ self-efficacy perceptions of art and aesthetics were found to be “sufficient” in the dimensions of knowledge and aesthetics, and “somewhat sufficient” in including art practices. It was seen that preschool teachers’ self-efficacy perceptions differed significantly according to various variables. In the research results, it was observed that the self-efficacy perceptions of preschool teachers to provide art and aesthetics values to students were not very high, and it was relatively low in the art practices dimension; it was concluded that curiosity and interest in art positively affected teachers’ self-efficacy perceptions of gaining art and aesthetic values.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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