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Okul Öncesi Öğretmenlerinin Sanat ve Estetik Değerleri Kazandırma Öz Yeterlik Algılarının İncelenmesi

Year 2020, Volume: 18 Issue: 39, 209 - 234, 25.06.2020
https://doi.org/10.34234/ded.629922

Abstract

Bu araştırmanın amacı, okul
öncesi öğretmenlerinin sanat ve estetik değerlerin kazandırılması ile ilgili öz
yeterlik algılarını belirlemek ve yeterlik algılarının bazı değişkenlere göre
değişip değişmediğini incelemektir. Araştırma tarama modeline dayalı olarak
yürütülmüştür. Araştırmanın evreni, Trabzon il ve ilçe merkezlerindeki
okullarda görev yapan 646 okul öncesi öğretmeninden oluşmaktadır. Araştırmanın örneklemi,
küme örnekleme yöntemiyle seçilen 267 okul öncesi öğretmeninden
oluşturulmuştur. Veriler, “Sanat ve Estetik Alan Yeterlik Ölçeği” kullanılarak
toplanmıştır. Verilerin analizinde aritmetik ortalama, frekans, yüzde, bağımsız
gruplar t testi, tek yönlü varyans analizi ve Bonferroni testleri kullanılmıştır. Elde edilen bulgulara göre;
okul öncesi öğretmenlerinin sanat ve estetik alanla ilgili öz yeterlik
algılarının ölçeğin bilgi sahibi olma ve estetik bakma boyutlarında “yeterli”,
sanat uygulamalarına yer verme boyutunda ise “biraz yeterli” düzeyinde olduğu
tespit edilmiştir. Okul öncesi öğretmenlerinin öz yeterlik algılarının çeşitli
değişkenlere göre anlamlı şekilde farklılaştığı görülmüştür. Araştırmada okul
öncesi öğretmenlerinin sanat ve estetik değerlerin çocuklara kazandırılmasında
öz yeterlik algılarının çok yüksek olmadığı, sanat uygulamaları boyutunda ise
nispeten daha düşük olduğu; sanata olan merak ve ilgilerinin öğretmenlerin
sanat ve estetik değerleri kazandırma öz yeterlik algılarını olumlu yönde
etkilediği sonucuna varılmıştır. 

References

  • Acer, D. (2015). The arts in Turkish preschool education. Arts Education Policy Review, 116(1), 43-50.
  • Akyıldız, S. (2016). Sınıf öğretmenlerinin sanat ve estetik alanla ilgili yeterlik algılarının bazı değişkenler açısından incelenmesi, Dicle Üniversitesi, Eğitim Fakültesi Dergisi, 27, 71-82.
  • Alekseevaa, L., Shkolyara L., & Savenkovaa L. (2016). "Garden of childhood” As an innovative approach to training and education of children at preschool institutions. International Journal of Environmental & Science Education, 11(10), 3345-3351.
  • Aral, N. (1999). Sanat eğitimi-yaratıcılık etkileşimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(15), 11-17.
  • Argun, Y. (2011). Okul öncesi dönemde yaratıcılık ve eğitimi (2. Baskı). Ankara: Anı Yayıncılık.
  • Ashton, P. T. & Webb, R. B. (1986). Making a difference: teachers’sense of efficacy and Longman. Publishing Group.
  • Aykanat, E. (2018). Okul öncesi öğretmenlerinin sanat eğitimine yönelik tutumlarını belirlemek üzere ölçek geliştirme çalışması (Yüksek lisans tezi). Başkent Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Bancroft, S., Fawcett, M., & Hay, P. (2008). Researching children researching the world: 5×5×5 = creativity. Stoke-on-Trent: Trentham Books.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
  • Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
  • Benić, M. Ž., Herzog, J., & Sušić, B. B. (2017). Early childhood education–students’ self-assessment of their teaching competences in the arts. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(10), 66-78.
  • Bilir-Seyhan, G., & Sakire, O. K. (2018). Early childhood pre-service teachers’ views about visual arts education and aesthetics. Eurasian Journal of Educational Research, 18(73), 131-148.
  • Brownell, M.T. & Pajares, F. (1999). Teacher efficacy and perceived success in mainstream in gstudents with learning and behavior problems. Teacher Educationand Special Education, 22(3), 154-164.
  • Buyurgan, S., & Buyurgan, U. (2012). Sanat eğitimi ve öğretimi. Ankara: Pegem Akademi.
  • Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers' self-efficacybeliefs as determinants of jobsatisfactionandstudents' academicachievement: A study at theschoollevel. Journal of School Psychology, 44(6), 473-490.
  • Cheung, R. H. P., & Mok, M. M. C. (2013). A study of early childhood teachers’ conceptions of creativity in Hong Kong. Educational Psychology, 33, 119–133.
  • Chien, C. Y., & Hui, A. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49-60.
  • Craft, A. (2003). Creative thinking in the early years of education. Early Years, 23, 143–154.
  • Davies, D. (2010). Enhancing the role of the arts in primary pre-service teacher education. Teaching and Teacher Education, 26, 630–638.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D.F., & Ellett, C.D. (2007). Measuring teachers’ self efficacy beliefs: Development and the use of the TEBS-Self. Teaching and Teacher Education (2007, Ekim 4). Erişim adresi: http://www.sciencedirect.com.
  • Eckhoff, A. (2011) Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers, Journal of Early Childhood Teacher Education, 32(3), 240-255. doi:10.1080/10901027.2011.594486
  • Garvis, S. (2008). Teacher self-efficacy for the arts education: Defining the construct. Australian Journal of Middle Schooling, 8(1), 25-31. Garvis, S., & Pendergast, D. (2010). Middle years teachers' past experiences of the arts: Implications for teacher education. Australian Journal of Music Education, 2, 28-40.
  • Garvis, S., & Pendergast, D. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education & The Arts, 12(9), 1-15.
  • Gönen, M., Aydos, E., H. & Erdem, A., Ü. (2016). Experiences of candidate preschool teachers on art education and implementations, International Journal of Innovative Research in Education, 3(1), 42-49. doi: 10.18844/ijire.v1i1.118.
  • Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental Psychology, 46(5), 1008.
  • Gültekin, T. (2011). Sanat eğitiminde estetik değerlerin gelişimi sürecinde çocuk ve iletişim. Akademik Bakış Dergisi, 24, 1-14.
  • House, V. F., Éireann, C. M., Foster, Á. V., & Cliath, B. Á. (2009). Creativity and the arts in the primary school. In Discussion Document and Proceedings of the Consultative Conference on Education.
  • Hudson, P. & Hudson, S. (2007). Examining preservice teachers’ preparedness for teaching art. International Journal of Education & the Arts, 8(5), 1-24.
  • James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.
  • Kampylis, P. (2010). Fostering creative thinking: The role of primary teachers (Unpublished doctoral dissertation). The University of Jyvaskyla, Finland.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Ankara: Nobel Yayın Dağıtım.
  • MEB. (2013). Okul Öncesi Eğitim Programı (2019, Haziran 16). Erişim adresi: https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Mercin, L. & Alakuş, A. O. (2007). Birey ve toplum için sanat eğitiminin gerekliliği. Ziya Gökalp Eğitim Fakültesi Dergisi, 9, 14-20.
  • Moga, E., Burger, K., Hetland, L., & Winner, E. (2000). Does studying the arts engender creative thinking? Evidence for near but not far transfer. Journal of Aesthetic Education, 34, 91–104.
  • Novaković, S. (2015). Preschool teacher's role in the art activities of early and preschool age children. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 17(1), 153-163.
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi II. Eskişehir: Kaan Kitabevi
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. Ejovoc (Electronic Journal of Vocational Colleges), 4(4), 79-85.
  • Özkeçeci, İ. (2009) Eğitime sanatın katkıları ve yansımaları. In: 1st International Symposium on Sustainable Development, June 9-10, 2009, Sarajevo, Bosnia and Herzegovina.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
  • Parlakyıldız, B. & Yıldızbaş, F. (2006). Okulöncesi sanat etkinliklerinde artık materyallerin kullanılmasına ilişkin öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 39-49.
  • Rose, S. E. Jolley, R. P. & Burkitt, E. (2006). A review of children’s, teachers’ and parents’ influences on children’s drawing experience. International Journal of Art and Design Education, 25(3), 341–349.
  • Schirrmacher, R. (2006). Art and creative development for young children. (7th Ed.). USA: Thomson Delmar Learning.
  • Şimşek, H., & Yıldırım, H. A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Ulutaş, İ., & Ersoy, Ö. (2004). Okul öncesi dönemde sanat eğitimi. Kastamonu Eğitim Dergisi, 12(1), 1-12.
  • Welch, A. (1995). The self-efficacy of primary teachers in art education. Issues in Educational Research, 5(1), 71–84.
  • Wilson, A. (Ed.). (2005). Creativity in primary education. Learning Matters.
  • Wilson, D. (2001). Guidelines for coaching student composers. Music Educators Journal, 88(1), 28–33.

Examining Preschool Teachers’ Self-Efficacy Perceptions in Helping Students Acquire Artistic and Aesthetic Values

Year 2020, Volume: 18 Issue: 39, 209 - 234, 25.06.2020
https://doi.org/10.34234/ded.629922

Abstract

The purpose of this study is
to determine the self-efficacy perceptions of preschool teachers about
acquiring art and aesthetic values and to examine whether their self-efficacy
perceptions change according to some variables. The research was conducted
based on the screening model. The study population consists of 646 preschool
teachers working in Trabzon province and town centers. The study sample
consisted of 267 preschool teachers selected by cluster sampling method. The
data were collected using “Art and Aesthetics Field Competence Scale”.
Arithmetic mean, frequency, percentages, independent groups t-test, one-way
ANOVA, and Bonferroni tests were used in the analysis of data. According to the
findings, preschool teachers’ self-efficacy perceptions of art and aesthetics
were found to be “sufficient” in the dimensions of knowledge and aesthetics,
and “somewhat sufficient” in including art practices. It was seen that
preschool teachers’ self-efficacy perceptions differed significantly according
to various variables. In the research results, it was observed that the
self-efficacy perceptions of preschool teachers to provide art and aesthetics
values to students were not very high, and it was relatively low in the art
practices dimension; it was concluded that curiosity and interest in art
positively affected teachers’ self-efficacy perceptions of gaining art and
aesthetic values. 

References

  • Acer, D. (2015). The arts in Turkish preschool education. Arts Education Policy Review, 116(1), 43-50.
  • Akyıldız, S. (2016). Sınıf öğretmenlerinin sanat ve estetik alanla ilgili yeterlik algılarının bazı değişkenler açısından incelenmesi, Dicle Üniversitesi, Eğitim Fakültesi Dergisi, 27, 71-82.
  • Alekseevaa, L., Shkolyara L., & Savenkovaa L. (2016). "Garden of childhood” As an innovative approach to training and education of children at preschool institutions. International Journal of Environmental & Science Education, 11(10), 3345-3351.
  • Aral, N. (1999). Sanat eğitimi-yaratıcılık etkileşimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(15), 11-17.
  • Argun, Y. (2011). Okul öncesi dönemde yaratıcılık ve eğitimi (2. Baskı). Ankara: Anı Yayıncılık.
  • Ashton, P. T. & Webb, R. B. (1986). Making a difference: teachers’sense of efficacy and Longman. Publishing Group.
  • Aykanat, E. (2018). Okul öncesi öğretmenlerinin sanat eğitimine yönelik tutumlarını belirlemek üzere ölçek geliştirme çalışması (Yüksek lisans tezi). Başkent Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Bancroft, S., Fawcett, M., & Hay, P. (2008). Researching children researching the world: 5×5×5 = creativity. Stoke-on-Trent: Trentham Books.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
  • Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
  • Benić, M. Ž., Herzog, J., & Sušić, B. B. (2017). Early childhood education–students’ self-assessment of their teaching competences in the arts. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(10), 66-78.
  • Bilir-Seyhan, G., & Sakire, O. K. (2018). Early childhood pre-service teachers’ views about visual arts education and aesthetics. Eurasian Journal of Educational Research, 18(73), 131-148.
  • Brownell, M.T. & Pajares, F. (1999). Teacher efficacy and perceived success in mainstream in gstudents with learning and behavior problems. Teacher Educationand Special Education, 22(3), 154-164.
  • Buyurgan, S., & Buyurgan, U. (2012). Sanat eğitimi ve öğretimi. Ankara: Pegem Akademi.
  • Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers' self-efficacybeliefs as determinants of jobsatisfactionandstudents' academicachievement: A study at theschoollevel. Journal of School Psychology, 44(6), 473-490.
  • Cheung, R. H. P., & Mok, M. M. C. (2013). A study of early childhood teachers’ conceptions of creativity in Hong Kong. Educational Psychology, 33, 119–133.
  • Chien, C. Y., & Hui, A. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49-60.
  • Craft, A. (2003). Creative thinking in the early years of education. Early Years, 23, 143–154.
  • Davies, D. (2010). Enhancing the role of the arts in primary pre-service teacher education. Teaching and Teacher Education, 26, 630–638.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D.F., & Ellett, C.D. (2007). Measuring teachers’ self efficacy beliefs: Development and the use of the TEBS-Self. Teaching and Teacher Education (2007, Ekim 4). Erişim adresi: http://www.sciencedirect.com.
  • Eckhoff, A. (2011) Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers, Journal of Early Childhood Teacher Education, 32(3), 240-255. doi:10.1080/10901027.2011.594486
  • Garvis, S. (2008). Teacher self-efficacy for the arts education: Defining the construct. Australian Journal of Middle Schooling, 8(1), 25-31. Garvis, S., & Pendergast, D. (2010). Middle years teachers' past experiences of the arts: Implications for teacher education. Australian Journal of Music Education, 2, 28-40.
  • Garvis, S., & Pendergast, D. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education & The Arts, 12(9), 1-15.
  • Gönen, M., Aydos, E., H. & Erdem, A., Ü. (2016). Experiences of candidate preschool teachers on art education and implementations, International Journal of Innovative Research in Education, 3(1), 42-49. doi: 10.18844/ijire.v1i1.118.
  • Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental Psychology, 46(5), 1008.
  • Gültekin, T. (2011). Sanat eğitiminde estetik değerlerin gelişimi sürecinde çocuk ve iletişim. Akademik Bakış Dergisi, 24, 1-14.
  • House, V. F., Éireann, C. M., Foster, Á. V., & Cliath, B. Á. (2009). Creativity and the arts in the primary school. In Discussion Document and Proceedings of the Consultative Conference on Education.
  • Hudson, P. & Hudson, S. (2007). Examining preservice teachers’ preparedness for teaching art. International Journal of Education & the Arts, 8(5), 1-24.
  • James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.
  • Kampylis, P. (2010). Fostering creative thinking: The role of primary teachers (Unpublished doctoral dissertation). The University of Jyvaskyla, Finland.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Ankara: Nobel Yayın Dağıtım.
  • MEB. (2013). Okul Öncesi Eğitim Programı (2019, Haziran 16). Erişim adresi: https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Mercin, L. & Alakuş, A. O. (2007). Birey ve toplum için sanat eğitiminin gerekliliği. Ziya Gökalp Eğitim Fakültesi Dergisi, 9, 14-20.
  • Moga, E., Burger, K., Hetland, L., & Winner, E. (2000). Does studying the arts engender creative thinking? Evidence for near but not far transfer. Journal of Aesthetic Education, 34, 91–104.
  • Novaković, S. (2015). Preschool teacher's role in the art activities of early and preschool age children. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 17(1), 153-163.
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi II. Eskişehir: Kaan Kitabevi
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. Ejovoc (Electronic Journal of Vocational Colleges), 4(4), 79-85.
  • Özkeçeci, İ. (2009) Eğitime sanatın katkıları ve yansımaları. In: 1st International Symposium on Sustainable Development, June 9-10, 2009, Sarajevo, Bosnia and Herzegovina.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
  • Parlakyıldız, B. & Yıldızbaş, F. (2006). Okulöncesi sanat etkinliklerinde artık materyallerin kullanılmasına ilişkin öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 39-49.
  • Rose, S. E. Jolley, R. P. & Burkitt, E. (2006). A review of children’s, teachers’ and parents’ influences on children’s drawing experience. International Journal of Art and Design Education, 25(3), 341–349.
  • Schirrmacher, R. (2006). Art and creative development for young children. (7th Ed.). USA: Thomson Delmar Learning.
  • Şimşek, H., & Yıldırım, H. A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Ulutaş, İ., & Ersoy, Ö. (2004). Okul öncesi dönemde sanat eğitimi. Kastamonu Eğitim Dergisi, 12(1), 1-12.
  • Welch, A. (1995). The self-efficacy of primary teachers in art education. Issues in Educational Research, 5(1), 71–84.
  • Wilson, A. (Ed.). (2005). Creativity in primary education. Learning Matters.
  • Wilson, D. (2001). Guidelines for coaching student composers. Music Educators Journal, 88(1), 28–33.
There are 47 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Salih Akyıldız 0000-0002-8569-7411

Publication Date June 25, 2020
Published in Issue Year 2020 Volume: 18 Issue: 39

Cite

APA Akyıldız, S. (2020). Okul Öncesi Öğretmenlerinin Sanat ve Estetik Değerleri Kazandırma Öz Yeterlik Algılarının İncelenmesi. Değerler Eğitimi Dergisi, 18(39), 209-234. https://doi.org/10.34234/ded.629922