Erken Çocukluk Sınıflarındaki Uygulamaların Değerledirilmesi Formunun Türkçe'ye Uyarlanması: Okul Öncesi Öğretmenlerinin Uygulamalarının Değerlendirilmesi
Yükleniyor...
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Alanya Alaaddin Keykubat Üniversitesi / Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, okul öncesinden ilkokul 3. Sınıfa kadar eğitim sınıflarında bireyselleştirilmiş ve gelişimsel olarak uygun uygulamaları ölçmek için geliştirilmiş Assesment of Practices in Early Elementry Classroom (APEEC) Gözlem Formu’nun Türkçe uyarlamasını yapmak ve okul öncesi öğretmenlerinin sınıftaki uygulamalarını gelişime uygun uygulamalar açısından değerlendirilmektir. Bu araştırma nicel ve nitel verilerin bir arada kullanıldığı karma araştırma yönteme dayanmaktadır. Araştırmada “açıklayıcı ardışık desen” modeli ve amaçlı örnekleme türlerinden “aşırı ve aykırı” örnekleme yöntemi kullanılmıştır. Araştırmada veri toplama araçları olarak; Gelişime Uygun Uygulamalar İnanç Ölçeği (GUUÖİÖ) ve bu çalışmada uyarlanan Assesment of Practices in Early Elementry Classroom (APEEC) Gözlem Formu uygulanmıştır. Araştırmanın çalışma grubunu 2022-2023 öğretim yılında Antalya İlinin Alanya İlçesinde MEB’e bağlı 14 bağımsız anaokulu ve 16 ilkokulu bünyesinde görev yapan 144 okul öncesi öğretmeni oluşturmuştur. GUUÖİÖ’nin tüm alt boyutları öğretmenlerin demografik özelliklerine göre incelendiğinde öğretmenlerin “yaş” ve “hizmet yılı” göre inançlarında farklılık olduğu bulunmuştur. Diğer yandan GUUÖİÖ’den en fazla puan alan 3 öğretmen ve en az puan alan 3 öğretmen olmak üzere toplam 6 öğretmenin sınıfında eş gözlemci ile birlikte APEEC Gözlem Formu kullanılarak gözlem yapılmıştır ve GUUÖİÖ’den hem en düşük hem de en yüksek puan alan öğretmenlerin APEEC Gözlem Formu’ndan da düşük puan aldıkları tespit edilmiştir. Araştırma sonucunda öğretmen gelişime uygun inançlarının ve uygulamalarının karmaşık ve birbirinden ayrılmaz halde olduğu söylemek mümkündür. Bu sonuçlar doğrultusunda sınıf uygulamalarının gelişime uygun uygulamalar perspektifinden değerlendirilebilmesi için APEEC Gözlem Formu’nun Türkçeye uyarlanması sınıf içi gelişime uygun uygulamaların niteliğini değerlendirmek için önemlidir. Aynı zamanda Türkiye’de gelişime uygun uygulamaların gelişime uygun uygulamaların yaygınlaştırılması için iyi bir rehber olacağı düşünülmektedir.
The purpose of this study is to adapt the Assesment of Practices in Early Elementary Classroom (APEEC) Observation Form, which was developed to measure individualized and developmentally appropriate practices in educational classrooms from preschool to primary school 3rd grade, into Turkish and to evaluate preschool teachers' practices in the classroom in terms of developmentally appropriate practices. This research is based on a mixed research method in which quantitative and qualitative data are used together. In the research, "explanatory sequential design" model and "extreme and outlier" sampling method from purposive sampling types were used. In the study, the Developmentally Appropriate Practices Belief Scale and the Assesment of Practices in Early Elementary Classroom (APEEC) Observation Form adapted in this study were used as data collection tools. The study group consisted of 144 preschool teachers working in 14 independent kindergartens and 16 primary schools affiliated to the Ministry of National Education in Alanya District of Antalya Province in the 2022- 2023 academic year. When all sub-dimensions of the Developmentally Appropriate Practices Belief Scale were analyzed according to the demographic characteristics of the teachers, it was found that there was a difference in the beliefs of the teachers according to "age" and "working time". On the other hand, observations were made in the classrooms of a total of 6 teachers, 3 teachers who scored the highest and 3 teachers who scored the lowest on the Developmentally Appropriate Practices Belief Scale, using the APEEC Observation Form with a co-observer, and it was determined that the teachers who scored both the lowest and the highest on the Developmentally Appropriate Practices Belief Scale also scored low on the APEEC Observation Form. As a result of the research, it is possible to say that teacher developmentally appropriate beliefs and practices are complex and inseparable from each other. In line with these results, in order to evaluate classroom practices from the perspective of developmentally appropriate practices, it is important to adapt the APEEC Observation Form into Turkish to evaluate the quality of developmentally appropriate practices in the classroom. It is also thought to be a good guide for the dissemination of developmentally appropriate practices in Turkey
The purpose of this study is to adapt the Assesment of Practices in Early Elementary Classroom (APEEC) Observation Form, which was developed to measure individualized and developmentally appropriate practices in educational classrooms from preschool to primary school 3rd grade, into Turkish and to evaluate preschool teachers' practices in the classroom in terms of developmentally appropriate practices. This research is based on a mixed research method in which quantitative and qualitative data are used together. In the research, "explanatory sequential design" model and "extreme and outlier" sampling method from purposive sampling types were used. In the study, the Developmentally Appropriate Practices Belief Scale and the Assesment of Practices in Early Elementary Classroom (APEEC) Observation Form adapted in this study were used as data collection tools. The study group consisted of 144 preschool teachers working in 14 independent kindergartens and 16 primary schools affiliated to the Ministry of National Education in Alanya District of Antalya Province in the 2022- 2023 academic year. When all sub-dimensions of the Developmentally Appropriate Practices Belief Scale were analyzed according to the demographic characteristics of the teachers, it was found that there was a difference in the beliefs of the teachers according to "age" and "working time". On the other hand, observations were made in the classrooms of a total of 6 teachers, 3 teachers who scored the highest and 3 teachers who scored the lowest on the Developmentally Appropriate Practices Belief Scale, using the APEEC Observation Form with a co-observer, and it was determined that the teachers who scored both the lowest and the highest on the Developmentally Appropriate Practices Belief Scale also scored low on the APEEC Observation Form. As a result of the research, it is possible to say that teacher developmentally appropriate beliefs and practices are complex and inseparable from each other. In line with these results, in order to evaluate classroom practices from the perspective of developmentally appropriate practices, it is important to adapt the APEEC Observation Form into Turkish to evaluate the quality of developmentally appropriate practices in the classroom. It is also thought to be a good guide for the dissemination of developmentally appropriate practices in Turkey
Açıklama
Anahtar Kelimeler
Gelişime Uygun Uygulamalar, Öğretmen İnançları, Öğretmen Uygulamaları, Erken Çocukluk, Developmentally Appropriate Practice, Teacher Beliefs, Teacher Practices, Earyl Childhood., Gelişime Uygun Uygulamalar, Öğretmen İnançları, Öğretmen Uygulamaları, Erken Çocukluk, Developmentally Appropriate Practice, Teacher Beliefs, Earyl Childhood
