A Program Review

Abstract

The purpose of this study was to discover the transformation preschool teacher candidates go through in their perceptions about teacher and teaching during their teacher education program. The participants of the study were 35 senior students enrolled in the preschool teacher education program at a university located in the Eastern Anatolian Region of Turkey. A qualitative survey instrument was conducted to examine the preservice teachers' perceptions. The data collected from the survey were analyzed by adopting a constant comparative coding method. The study revealed a change in the participants' perceptions about preschool education before and after they enrolled in the program. The hardest parts of teaching in preschool were the need of high level of energy, patience, and skills to manage the classroom while the most pleasurable sides were having fun, play opportunities, and the positive impact teachers make on children. The qualities of an ideal preschool program listed by the participants involved curriculum, physical environment, and social-emotional atmosphere while the themes regarding the ideal preschool teacher were revolved around the personal qualities, professional attitude, and professional knowledge and skills. Hence, the findings of this qualitative study can only be generalized in the context the study was conducted; however, the study could have important implications for preschool teacher education in Turkey and in other countries, and help the international readers perceive preschool teacher education from a different perspective.

Socioeconomic Profile of Early Childhood Education Preservice Teachers

“…Similar reasons for choosing the teaching profession have been documented in other studies (e.g. Aldemir and Kurt, 2014;Erkan et al, 2002;Manuel & Hughes, 2006). Kilinc, Watt, and Richardson (2012) investigated the rationale for becoming a teacher among Turkish preservice teachers of early childhood, primary, and secondary education, and their results indicated that altruistic social values were the most compelling reasons, followed by job security.…”

“…Nevertheless, as participants in our study exemplified, an explanation for the increased percentage of men among the ranks of preservice ECE teachers could be an increased interest in the teaching profession due to the perceived convenience of state appointment and the promise of satisfactory wages. Teachers who graduate from faculties of education in Turkey are appointed by the state based on their PPSE scores, which guarantees them jobs upon graduation, as well as several benefits, including defined work hours, a stable salary, social security, and holidays, all of which make the teaching profession appealing to young Turks (Aldemir & Kurt, 2014;Yuce, Sahin, Kocer, & Kana, 2013;Yuksel, 2012).…”

“…When asked to state their top three reasons of their preference of ECE teaching, students on average indicated their love for children and the profession, the convenience of teacher appointment and satisfactory wages at state preschools, and the convenience and enjoyment of ECE teaching. Related benefits of state appointment, including defined work hours, a stable salary, social security, and the enjoyment of working with young children, could also explain their responses (Aldemir & Kurt, 2014;Yuce, Sahin, Kocer, & Kana, 2013;Yuksel, 2012). Similar reasons for choosing the teaching profession have been documented in other studies (e.g.…”

The Efficacy of Drama in Field Experience: A Qualitatıve Study Using Maxqda

“…In the final year of undergraduate education, preservice preschool teachers have practica/field experience as part of teacher training. Practica/field experience helps preservice teachers continue the transformation they experience throughout their program courses and gain crucial professional dispositions to work with young children and their families, teach in preschool classroom, and be an advocate for the profession (Aldemir & Kurt, 2014). Additionally, during practicum, preservice teachers are given the opportunity to experience and experiment their knowledge and skills in an authentic teaching and learning environment (Kennedy, 1996).…”

“…Preschool teacher education lasts four years in the Faculties of Education of these universities. When students graduate from Turkish preschool teacher education programs are granted their preschool/kindergarten teaching license, and are entitled to teach in public and private preschools and kindergarten classes (Aldemir & Kurt, 2014). In the final year of undergraduate education, preservice preschool teachers have practica/field experience as part of teacher training.…”