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Investigation and comparison of Turkish and American preschool teacher candidates' attitudes towards inclusion of young children with disabilities
No full textAYDIN, Burak/0000-0003-4462-1784; Rakap, Salih/0000-0001-7853-3825; PARLAK RAKAP, ASIYE/0000-0001-8315-8628Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers' attitudes towards inclusion of children with disabilities. the purpose of this study was to compare Turkish and American pre-service preschool teachers' attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. the results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed
Okul Öncesi Öğretmenlerinin Algılarına Göre Çocuklarda Öz Disiplin Gelişimi: Uzun Bir Yol
No full textMevcut çalışma, okul öncesi öğretmenlerinin çocuklarda öz disiplin gelişimi hakkındakialgılarına ulaşmayı amaçlamıştır. Bu amaca ulaşmak için vaka incelemesi nitel araştırmayöntemi izlenmiş ve Türkiye'deki özel bir eğitim kurumundaki durum ele alınmıştır. Kurumdayedi anaokulu öğretmeni çalışmaktadır. Veri toplama aracı olarak on kısa öykü ve ilgili sorularıile on bir görüşme sorusu içeren bir görüşme protokolü kullanılmıştır. Görüşme protokolü, okulöncesi eğitim kurumlarında araştırmacının yaptığı gözlemlerden sonra geliştirilmiş ve pilotçalışma sonrasında yeniden düzenlenmiştir. Veri analizi için betimsel analiz tekniğikullanılmıştır. Elde edilen sonuçlara göre, katılımcı okul öncesi öğretmenleri öz disiplinin neolduğu, önemi, öz disiplini teşvik edecek olası ve uygun stratejiler hakkında bilgi sahibidir.Ancak öz-disiplin öğretmenler tarafından çocukların günlük yaşamlarında önemli olarakalgılanmasına ve kendi rollerini tanımlamalarına rağmen, öz-disiplinle ilgili olmayan bazıvurgular ve literatürle uyumlu olmayan uygulamaların olduğu bulunmuştur. Gelecektekiaraştırmalarda öz-disiplinle ilgili olmayan vurguların analiz edilmesi ve uygun uygulamalarıngeliştirilmesi önerilir.Current study sought to reach preschool teachers’ perceptions about self-disciplinedevelopment in children. In order to reach this aim, case study research methodology wasfollowed and a case in a private education institution in Turkey was handled. There were sevenpreschool teachers working at that institution. For data collection, an interview protocol,including ten vignettes with related questions and eleven interview questions was used. Theinterview protocol was developed after observations and revised after pilot study. For dataanalysis, descriptive analysis technique was used. According to the results, participantpreschool teachers had some knowledge about what self-discipline was, its importance, possibleand appropriate strategies that foster self-discipline. Despite perceiving it as crucial in everydaylives of children and describing teachers’ important role, it was found that there were someunspoken aspects and irrelevant practices. Further research might analyze those aspects anddevelop appropriate practices. </p
Okul öncesi öğretmenlerinin çocuklarda öz-disiplin gelişimine ilişkin algıları.
No full textThe aim of this research study was to investigate the early childhood teachers’ perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked “How do early childhood teachers perceive their role in the development of self-discipline?” was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.Ph.D. - Doctoral Progra
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