Beginning early childhood education teachers’ problems in Turkey

Akdağ, Zeynep; Haser, Çiğdem

doi:10.1016/j.sbspro.2010.12.254

Cited by 12 publications

(19 citation statements)

References 12 publications

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“…Altan (2017) likens this situation to the assignment of an orthopedist lecturer in the urology department of a faculty of medicine. Studies on the 2006 curriculum revealed that practical work was limited and it could be increased by a strong cooperation between schools and faculties (Akdağ & Haser, 2010;Aras & Sözen, 2012;Büyükgöze-Kavas & Bugay, 2009;Özder et al, 2013;Şahin et al, 2013); however, with the 2018 ECTEC, the balance between theory and practice was once again disturbed in favor of theory, as was the case in the 90s (Yıldırım, 2011). In this case, "educating and developing teachers with practical work" (HEC, 2018, p.8) does not seem possible at a favorable level.…”

Section: Discussionmentioning

confidence: 99%

“…The reduction of the School Experience course from the 1997 ECTEC, where it was taught in semesters 2, 6 and 7 (HEC, 1998), to a one-off course in the 2006 curriculum in semester 5 (HEC, 2006), and then its complete removal in the 2018 curriculum suggests that the school practice debate will re-emerge. The decision to remove this course which enabled teacher candidates to observe work environments and know the profession (Akdemir, 2013) contradicts with research results that the School Experience classes increased teacher candidates' awareness of the teaching profession (Ekinci & Tican-Başaran, 2015) and that the 2006 ECTEC should have changed the semesters and continued with these three classes without decreasing their number (Akdağ & Haser, 2010). HEC (2018) states that the contents of School Experience were incorporated into the Teaching Practice course, and that offering Teaching Practice 1 and 2 in two semesters means increased practical courses.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the inclusion of courses on special education and cultural differences in the 2018 ECTEC is an innovative aspect. However, limiting the education of children with cultural differences only to the elective course of Inclusive Education will likely cause the continuation of criticisms regarding the knowledge deficiencies of teachers in cultural differences (Akdağ & Haser, 2010;Lobman et al, 2005) especially regarding the Syrian children living in Turkey.…”

Section: Discussionmentioning

confidence: 99%

“…According to lecturers, the courses in the 2006 curriculum were generally appropriate, albeit some not superior to their alternatives in the 1997 curriculum, and the capacity of the new curriculum to improve teacher candidates' affective characteristics was low (Dereobalı & Ünver, 2009). The 2006 curriculum also had deficiencies in imparting effective teaching (Akdağ & Haser, 2010) and curriculum implementation (Tan-Şişman, 2017) skills in underprivileged (Ağgül-Yalçın & Yalçın, 2018) schools with broad cultural differences.…”

Section: The Rationale For the 2018 Reformmentioning

confidence: 99%

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Evaluation of 2018 Turkish early childhood teacher education curriculum

Başaran

Aykaç

2020

pegegog

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This study aims to examine the characteristics of the Turkish Early Childhood Teacher Education Curriculum updated in 2018 and reveal the views of university lecturers as its end users. In the first stage of the study, previous and updated curricula were examined in order to reveal the characteristics of the latter, in the second stage, the curriculum-related views and recommendations of lecturers from private and public universities in Turkey were obtained. Increased number of elective courses was the most favored characteristic of the new curriculum while lack of flexibility, less practicum, and the failure of certain new courses to meet needs were the negative aspects. Increasing practicum and ensuring the participation of all stakeholders in the curriculum development process were the most vociferous recommendations of the lecturers.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Rationale For the 2018 Reformmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of 2018 Turkish early childhood teacher education curriculum

Başaran

Aykaç

2020

pegegog

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“…In rural parts of Turkey teachers suffer from material shortage therefore, conducting activities with easily accessible natural materials would be a remedy for their problems (Akdağ, 2014).…”

Section: Discussionmentioning

confidence: 99%

Combining art activities and nature in pre-school education

Temiz

Semiz²

2018

J Early Child Stu

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The purpose of this study was to integrate nature and natural materials in art activities in pre-school education setting. Eight pre-service early childhood teachers taking practicum course participated in this study. Pre-service teachers were encouraged to use nature and natural materials in art activities through ten weeks period. Qualitative data consisted of art activities conducted with natural materials in the practicum course and interviews conducted with pre-service teachers before and after they applied their activities. Findings of the study revealed that pre-service teachers used unusual and engaging material compared to conventional stationary materials generally used in art activities. Pre-service teachers' art materials included stones, leaves, soil, sand, bones, fruits, animal products and parts but not limited to those materials. Pre-service teachers used these materials in their art activities in two different ways. First, they used these materials as substitutes of stationery materials. For instance, they filled the bird picture with stones and leaves instead of filling with colourful papers, beads and silver. Second use of natural materials fit better to aim of this study since pre-service teachers lead children to create authentic art products with natural materials that they provide to them. Moreover, throughout the course pre-service teachers' self-confidence to apply nature based art activities developed. Makale Türü Özgün MakaleÖz: Bu çalışmanın amacı okul öncesi eğitimde doğayı ve doğal malzemeleri sanat etkinlikleriyle birleştirmektir. Çalışmaya okul deneyimi dersini alan sekiz öğretmen adayı katılmıştır. Öğretmen adayları on hafta boyunca doğa ve doğal malzemeleri sanat etkinliklerinde kullanmaları için teşvik edilmişlerdir. Çalışmanın nitel verileri okul deneyimi dersinde doğal malzemelerle uygulanan sanat etkinlikleri ve çalışmaya katılmadan önce ve sonra yapılan görüşmelerden oluşmaktadır. Çalışmanın verilerine göre öğretmen adaylarının sanat etkinliklerinde çoğunlukla kullanılan kırtasiye malzemelerine yerine daha az kullanılan ve daha ilginç malzemeler kullandıkların ortaya koymuştur. Öğretmen adaylarının kullandıkları materyaller taş, yaprak, toprak, kum, kemik, meyve, hayvanlara ait olan parçalar ve ürünleri içermekle birlikte bunlarla sınırlı değildir. Öğretmen adayları bu malzemeleri etkinliklerinde iki farklı şekilde kullanmışlardır. İlk olarak doğal malzemeleri kırtasiye malzemelerinin yerine kullanmışlardır. Örneğin, bir kuş resmini renkli kağıtlar, sim ve boncuk yerine taş ve yapraklarla doldurmuşlardır. İkinci kullanılış şekli bu çalışmanın amacına daha çok uymaktadır çünkü öğretmen adayları çocukları doğal malzemelerle özgün ürünler yaratmaya yönlendirmişlerdir. Ayrıca ders süresince öğretmen adaylarının doğa temelli sanat etkinliklerinin uygulanmasına yönelik kendilerine güvenleri artmıştır.

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Early Childhood Teacher Education in Turkey: Description, Research and Problems

Çetin

2021

International Perspectives on Early Childhood Teacher Education in the 21st Century

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Beginning early childhood education teachers’ problems in Turkey

Cited by 12 publications

References 12 publications

Evaluation of 2018 Turkish early childhood teacher education curriculum

Evaluation of 2018 Turkish early childhood teacher education curriculum

Combining art activities and nature in pre-school education

Early Childhood Teacher Education in Turkey: Description, Research and Problems

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