A Program Review: Turkish Early Childhood Education Preservice Teachers' Perceptions About Teacher and Teaching

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dc.authoridKurt, Gokce/0000-0002-9474-4929
dc.authorwosidKurt, Gokce/AAF-1393-2020
dc.authorwosidKurt, Gokce/HQY-3864-2023
dc.contributor.authorAldemir, Jale
dc.contributor.authorKurt, Gokce
dc.date.accessioned2024-08-04T20:39:51Z
dc.date.available2024-08-04T20:39:51Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.identifier.doi10.1177/2158244014548847
dc.identifier.issn2158-2440
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84907276638en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1177/2158244014548847
dc.identifier.urihttps://hdl.handle.net/11616/96559
dc.identifier.volume4en_US
dc.identifier.wosWOS:000217821600058en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSage Publications Incen_US
dc.relation.ispartofSage Openen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectperceptionsen_US
dc.subjectteacher educationen_US
dc.subjectpreschool educationen_US
dc.subjectqualitative approachen_US
dc.titleA Program Review: Turkish Early Childhood Education Preservice Teachers' Perceptions About Teacher and Teachingen_US
dc.typeReview Articleen_US

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