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    Early childhood education pre-service teachers’ ımages of teacher and beliefs about teaching
    (İnönü Üniversitesi Eğitim Fakültesi, 2009) Aldemir, Jale; Sezer, Özcan
    The purpose of this qualitative case study was to explore early childhood education pre-service teachers’ images of an early childhood education teacher and their beliefs about teaching. 14 pre-service teachers at a Northeastern State University in the United States of America agreed to participate in the study. A survey questionnaire, participants’ journal entries, and artifacts created by the participants were employed to collect the data. The categorization and coding of the data revealed that the participants’ memories of their past teachers, mentor teachers, and work experience with children affected their images of an early childhood teacher. Furthermore, the data showed the relations between the participants’ images of an early childhood education teacher and their beliefs about teaching. The authors made some implications for early childhood teacher education and teacher education in general.
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    A Program Review: Turkish Early Childhood Education Preservice Teachers' Perceptions About Teacher and Teaching
    (Sage Publications Inc, 2014) Aldemir, Jale; Kurt, Gokce
    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.