Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

Year 2023, Volume: 12 Issue: 3, 1412 - 1434, 30.09.2023

Ayşe Öztürk Samur , Paulette Luff

https://doi.org/10.15869/itobiad.1268058

Cited By: 1

Abstract

In the study, it is aimed to determine the views and experiences in outdoor learning of preschool teachers and headteachers in preschool institutions in Turkey and England with phenomenological research. The data was collected by interview forms which consisted of open-ended questions. Teachers, and head teachers in preschool institutions were interviewed both in Turkey and England. The study group determined 9 headteachers and 9 teachers from 6 school in Turkey and England.
As a result, according to views of headteachers and teachers school gardens, equipment, and spent time outside are insufficient in Turkey unlike in England. It is seen that family participation in outdoor learning is more common in Turkey. However, in Turkey, teachers and headteachers feel more family pressure. These pressures arise from situations such as the safety of their children, the fact that they are sick and their clothes are dirty. The fact that teachers are alone in the classroom without help also makes teachers feel anxious about the safety of children in outdoor learning activities. Teachers in both countries emphasized the positive effects of outdoor learning in terms of learning, children and teachers. On the other hand, teachers and headteachers in Turkey also mentioned the negative effects of outdoor learning in the context of child, teacher and program. It is seen that the subject of outdoor learning is not sufficiently included in vocational education and in-service trainings in both countries.
Physical facilities can be developed in Turkey. Parent’s education, teacher assistant, and economic supports will be effective in overcoming the obstacles with outdoor learning in Turkey. In both countries, teacher training programs should more include outdoor learning topics and teachers should be supported with in-service training.

Keywords

Outdoor Learning, Intercultural Comparison, Teacher and Headteacher’s Views, Pre-School Education, Learning

Supporting Institution

This study was supported by TÜBİTAK 2219 Post-Doctoral Research Program

Project Number

1059B191801123

Türkiye ve İngiltere’deki Okul Öncesi Eğitim Kurumlarında Açık Alanda Öğrenmeye İlişkin Öğretmen ve Okul Müdürlerinin Görüşleri

Abstract

Araştırmada, Türkiye ve İngiltere’deki okul öncesi kurumlarda görev yapan okul öncesi öğretmenlerinin ve okul müdürlerinin açık alanda öğrenme konusundaki görüş ve deneyimlerinin fenomenolojik araştırmayla belirlenmesi amaçlanmıştır. Veriler, açık uçlu sorulardan oluşan görüşme formları ile toplanmıştır. Türkiye’de ve İngiltere’de okul öncesi eğitim kurumlarında görev yapan öğretmenler ve okul müdürleri ile görüşmeler yapılmıştır. Çalışma grubunu, Türkiye ve İngiltere’deki 6 okuldan, 9 okul müdürü ve 9 öğretmen oluşturmuştur.
Sonuç olarak, okul müdürleri ve öğretmenlerin görüşlerine göre Türkiye’de İngiltere’den farklı olarak okul bahçeleri, araç-gereçler ve dışarıda geçirilen zaman yetersizdir. Türkiye’de açık alan etkinliklerine aile katılımının daha çok olduğu görülmektedir. Ancak Türkiye’de öğretmen ve okul müdürleri aile baskısını daha çok hissetmektedirler. Bu baskılar, çocuklarının güvenliği, hasta olmaları ve üstlerinin kirlenmeleri gibi durumlardan kaynaklanmaktadır. Öğretmenlerin sınıfta yalnız ve yardımsız olması, okul dışı öğrenme etkinliklerinde çocukların güvenliği konusunda öğretmenlerin kaygı duymasına neden olmaktadır. Her iki ülkedeki öğretmenler açık alan etkinliklerinin öğrenme, çocuk ve öğretmen bağlamında olumlu etkilerine vurgu yapmışlardır. Ancak Türkiye’deki öğretmen ve müdürler açık alan etkinliklerinin çocuk, öğretmen ve program bağlamında olumsuz etkilerine de değinmişlerdir. Her iki ülkedeki mesleki eğitim ve hizmet içi eğitimlerde açık alanda öğrenme konusuna yeterince yer verilmediği görülmektedir.
Türkiye’de fiziki imkanlar geliştirilebilir. Türkiye’de açık alanda öğrenme ile engellerin aşılmasında veli eğitimi, öğretmen yardımcısı ve ekonomik destekler etkili olacaktır. Her iki ülkede öğretmen yetiştirme programlarında açık alanda öğrenme konularına daha fazla yer verilmeli ve öğretmenler hizmet içi eğitimlerle desteklenmelidir.

Keywords

Açık Alanda Öğrenme, Kültürlerarası Karşılaştırma, Öğretmen ve Okul Müdürü Görüşleri, Okul Öncesi Eğitim, Öğrenme

Project Number

1059B191801123

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