Preschool Teachers' Views on in-Classroom Transitions in Inclusive Preschool Classrooms

Year 2020, Volume: 12 Issue: 1, 41 - 57, 30.06.2020

Hatice Bakkaloglu Emel Ergin

https://doi.org/10.20489/intjecse.724950

Abstract

The aim of this research is to examine in-classroom transitions in inclusive preschool classrooms and to identify teachers’ needs for in-classroom transitions. The research was conducted based on descriptive analysis in the qualitative research model and it was tied to put forward by the views of preschool teachers about transitions. Data were collected through semi-structured interviews with 15 preschool teachers working in independent kindergartens in different districts of Ankara. For this purpose, the study group was asked open-ended questions about in-classroom transitions and by this way their opinions about transitions were examined in depth. 11 themes were obtained from interviews and the data obtained were analyzed with an inductive approach. The findings were discussed within the framework of the literature.

Keywords

Preschool, in-classroom transition, mainstreaming/inclusion, children with special needs

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