UbD Implementations in Preschool Teaching: Reflections from the Teacher and Student Perspective

Abstract

The purpose of this study is to examine the reflections of UbD implementations on teachers’ professional development and students’ recipient language age. The research was carried out via mixed method. The participants of the study consisted of a teacher and 38 students, 19 of which were in the experiment and 19 of which were in the control group. As data collection tools, Peabody Picture Vocabulary Test, reflection notes and one-to-one interview were used. To analyze quantitative data, non-parametric tests of Mann-Whitney U and Wilcoxon Marked Ranks Test were administered. The qualitative data were analyzed via content analysis. The quantitative findings of the study revealed that there was no significant difference in favor of the control group, although there was a significant difference between the pre-test and post-test scores of the experiment group students in the Peabody Picture Vocabulary Test in favor of the post-test. Findings from the qualitative data of the study indicated that UbD was an innovative and developmental approach in the professional development of the teacher and that the teacher had the possibility to work in a more systematical and planned way during the UbD implementations. Findings also indicated that UbD facilitated the teacher's work and that the UbD design process led teachers to investigate, use new methods of teaching and improve themselves.

Keywords

• UbD (understanding by design),preschool teaching,teacher education,recipient language age

Okul Öncesi Öğretimde UbD Uygulamaları: Öğretmen ve Öğrenci Perspektifinden Yansımalar

Abstract

Bu araştırmanın amacı okul öncesi öğretimde UbD uygulamalarının öğretmenlerin profesyonel gelişimi ve öğrencilerin alıcı dil yaşı üzerindeki yansımalarının incelenmesidir. Araştırma karma desenle yürütülmüştür. Araştırmanın katılımcılarını bir öğretmen, 19’u deney ve 19’u kontrol grubunda olmak üzere toplam 38 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak Peabody Resim Kelime Testi, yansıtma notları ve birebir görüşme kullanılmıştır. Toplanan nicel verilerin analizinde non-parametrik testlerden Mann-Whitney U ve Wilcoxon İşaretli Sıralar Testi, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmadan elde edilen nicel bulgular, deney grubu öğrencilerinin Peabody Resim Kelime Testi’nden aldıkları deney öncesi ve deney sonrası puanlar arasında, sontest lehine anlamlı bir fark olduğunu, fakat kontrol grubu lehine anlamlı bir fark olmadığını ortaya koymuştur. Araştırmanın nitel verilerinden elde edilen bulgular, öğretmenin profesyonel gelişiminde UbD’nin yenilikçi ve öğretmeni geliştirici bir yaklaşım olduğunu, UbD uygulamaları süresince öğretmenin daha planlı ve daha sistematik çalışma imkanı bulduğunu, UbD’nin öğretmenin işini kolaylaştırdığını ve UbD tasarım sürecinin öğretmeni araştırmaya, yeni yöntemler kullanmaya, kendini geliştirmeye yönlendirdiğini ortaya koymuştur.

Keywords

• UbD (anlamaya dayalı tasarım),okul öncesi öğretim,öğretmen eğitimi,alıcı dil yaşı

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