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The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.

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In the current study, Turkish early childhood teachers’ self-reported beliefs and practices on ensuring reliability and validity on their formative assessment implementations were investigated. A total of 17 female early childhood teachers participated in this study. The data for this phenomenological study was collected through semi-structured interviews. The researchers developed some themes and categories based on participant teachers’ responses about validity and reliability through constant-comparative data analysis method. The finding of the study revealed that the teachers who took part believe that obtaining valid and reliable information is critical for their assessment. Their self-reported practices, on the other hand, revealed that they have some difficulty using multiple assessment procedures with one another due to crowded classrooms and other excessive paper shuffling. The findings once again underline the importance of practical teacher training in understanding that assessment is an evidence-based process.

Bu çalışmanın amacı, okul öncesi dönemde uygulanan kaynaştırma eğitimine yönelik paydaşlarla yapılan ve 2000-2019 yılları arasında Türkiye’de gerçekleştirilen çalışmaları incelemek ve ülkemizdeki mevcut durumu değerlendirmektir. Ele alınan paydaşlar; öğretmen ve öğretmen adayları, anne-baba ve kaynaştırma eğitimine dahil edilen çocuklardan oluşmaktadır ve onların görüşlerinin tematik dağılımları incelenmiştir. Araştırma kapsamında, ULAKBİM ve Yüksek Öğretim Kurumu’de taranan araştırma ve derleme makaleleri, yüksek lisans ve doktora tez çalışmalarından oluşan toplam 36 yayına ulaşılmıştır. Yapılan araştırma sonucunda kaynaştırma eğitiminin paydaşlarla yapılan araştırmalar kapsamında, kaynaştırmaya karşı sergilenen tutum, bilgi düzeyi, bakış açısı, yaşanılan zorluklar, kaygı düzeyleri ve sosyal uyum gibi çeşitli değişkenler incelenmiştir. Araştırma bulguları, öğretmenlerin kaynaştırma eğitiminde kendilerini eksik ve yetersiz hissettiklerini göstermiştir. Ailelerin, kaynaştırma eğitimine geçiş sürecinde yeterince bilgi sunulmadığı için zorlandıkları görülmüştür. Ayrıca diğer paydaş olan çocukların, kaynaştırma eğitimi sürecinde genellikle akranları ile iletişimde sorunlar yaşadıkları bulunmuştur.