Child-centred education: preschool teachers’ beliefs and self-reported practices

Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.

doi:10.1080/03004430.2015.1081185

Cited by 12 publications

(10 citation statements)

References 28 publications

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“…al., 2003;Morris, 2015;Õun et. al., 2010;Pearson et al, 2007;Pianta et al, 1999;Reutzel, 2015;Rimm-Kaufman & Pianta, 2000;Sak et. al., 2016;Sandvik et al, 2013;Shaughnessy & Sanger, 2005;Torres, 2009;Xefteri, 2017;Xue & Meisels, 2004) and data from UNESCO (UIL, 2010(UIL, , 2017(UIL, , 2018UNESCO, 2005UNESCO, , 2007UNESCO, , 2015UNESCO, , 2017.…”

Section: Findings' Correlation With International Research Datamentioning

confidence: 99%

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Apostolou¹,

Stellakis²,

Koustourakis³

2020

L1 Educational Studies in Language and Literature

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The purpose of this research paper is to investigate the perceptions of Greek pre-primary and first-grade primary school teachers on the integration of pre-primary and first-grade language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the presence of language curricula connection, as well as practices resulting from the study of curricula. Data were collected through semi-structured interviews with 32 teachers. Research findings show that pre-primary and primary school teachers partially agree with the integration of curricula, delineating it within a specific context and proposing common goals and teaching approaches that will be governed by continuity and consistency. Pre-primary school teachers who disagree, strongly express their concern about the potential schoolification of pre-primary school, while primary school teachers who disagree persist in the view of preschoolers' inability to acquire knowledge intended to be acquired by primary school children, who are, theoretically, in the age group with respective cognitive, mental and emotional maturity. They want play to maintain as the primary teaching and learning tool in preprimary school while systematic teaching with elements of the playful way of pre-primary school learning to maintain in primary school.

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Section: Findings' Correlation With International Research Datamentioning

confidence: 99%

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Apostolou¹,

Stellakis²,

Koustourakis³

2020

L1 Educational Studies in Language and Literature

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“…Some preschool teachers may feel that the use of English has no benefits or unclear benefits to their children in the classroom. They believe they were are not being supported, guided, or rewarded when asked to use the language in teaching (Erden, 2010;Sak, Erden & Morrison, 2016). However, negative attitudes or beliefs seem not to be a barrier in itself; instead, it could be an indication that something is wrong (Ambotang & Hashim, 2010;Fu, 2015).…”

Section: C) Teachers' Attitudes and Beliefsmentioning

confidence: 99%

“…Several studies indicate that many teachers have competence and confidence in using English in the classroom, but they still make little use of the language because they do not have enough time. A significant number of researchers identified time limitations as a barrier to teachers' use of the language in their teaching (Puteh & Ali, 2013;Bakshsh, 2016;Sak, Erden & Morrison, 2016;Fern & Jiar 2014;Ambotang & Hashim, 2010). Probably, one of the more common challenge was the lack of time they had to plan lessons, explore the different strategies to use, or look at various aspects of optimising learning when using the language (Masnan & Hashim, 2014).…”

Section: Context-level Barriers A) Time Constraintsmentioning

confidence: 99%

“…However, lack of adequate teaching and learning resources can possibly affect the implementation of the use of English in teaching in preschool classes. One of the biggest issues facing schools and teachers today is overcrowding (Erden, 2010;Sak, Erden & Morrison, 2016). A combination of an increasing population and a decrease in funding has caused class sizes to soar.…”

Section: B) Classroom Environmentmentioning

confidence: 99%

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Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

Loy¹,

Wahab²

2020

JRPPTTE

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A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.

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“…Bir başka ifadeyle, Türkiye'de okul öncesi eğitim sınıflarındaki çocuk sayısı ideal olandan oldukça uzak ancak genellikle birbirine yakın olduğu için, bu durumun öğretmenlerin mesleki tutumlarında bir farklılık yaratmadığı düşünülmektedir. Ancak okul öncesi öğretmenleri ile yapılan farklı çalışmalarda, okul öncesi sınıflarında mevcudun düşük olmasının gerek öğretmen gerekse çocuk için her zaman avantaj olduğu vurgulanmaktadır (Jambunathan & Caulfield, 2008;Özkubat, 2013;Sak, Tantekin-Erden, & Morrison, 2016) Ayrıca, öğretmenlerin mesleki tutumları, son bir yılda meslekleriyle ilgili bir etkinliğe katılıp katılmama durumlarına göre farklılaşmamaktadır. Öğretmenlerin mesleklerine tutumları, sahip olunan diğer tutumlar gibi tecrübelerle gelişmekte ve değişmektedir (Kağıtçıbaşı, 1985;Semerci & Semerci, 2004).…”

Section: Veri Analiziunclassified

Okul Öncesi Öğretmenlerinin Öğretmenlik Mesleğine İlişkin Tutumlarının Farklı Değişkenler Açısından İncelenmesi

Sak¹,

Sak²,

Tuncer³

2019

Kuramsal Eğitimbilim

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The aim of this study is to examine preschool teachers' attitudes towards teaching profession in terms of different variables. The sample of the study consisted of 417 preschool teachers. The Personal Information Form and the Attitude Scale of Teaching Profession were used to collect data. At the end of the study, it was found that the preschool teachers' attitudes toward teaching did not differ according to their genders, ages, years of teaching, number of children in their classroom and whether they participated in an activity related to their profession in last one year. However, their attitudes differed according to the sector and the institution type they worked in, the age group they taught, working status (hourly paid or salaried) and their educational level. Also, the attitude scores of preschool teachers working in private school were higher than their colleagues' working in public schools; the scores of teachers working in nursery classrooms were higher than scores of those working in kindergartens; the scores of teachers who taught six-year olds were higher than and the teachers of age four or mixed age group; the scores of hourly paid teachers were higher than salaried teachers; the scores of preschool teachers graduated from colleges (two-year) were higher than their colleagues' who graduated from school of education (four-year).

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Child-centred education: preschool teachers’ beliefs and self-reported practices

Cited by 12 publications

References 28 publications

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece

Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

Okul Öncesi Öğretmenlerinin Öğretmenlik Mesleğine İlişkin Tutumlarının Farklı Değişkenler Açısından İncelenmesi

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