Okul Öncesi Öğretmenlerinin Değerlendirmeye Yönelik Görüş ve Uygulamalarının İncelenmesi

Abstract

Bu araştırma, çalışan okul öncesi öğretmenlerinin, değerlendirmeye yönelik belirttikleri görüşleri ve gerçekleştirdikleri uygulamaların, kendi öğretmenlik felsefeleri, uygulamaları, eğitim geçmişleri ve profesyonel geçmişleriyle ilişkilerini tespit etmek amacıyla gerçekleştirilmiştir. Kullanılan ölçek Ankara’daki özel ve devlete bağlı okul öncesi eğitim kurumlarında çalışan toplam 194 öğretmene uygulanmıştır. Katılımcılar; 3-6 yaş aralığındaki çocuklara yönelik eğitimin verildiği okul öncesi eğitim kurumlarında çalışan, farklı eğitim ve profesyonel geçmişleri olan öğretmenlerden oluşmaktadır. Araştırmanın sonucunda; okul öncesi öğretmenlerinin değerlendirmeye yönelik görüşleri ile sınıf içerisindeki değerlendirme uygulamaları arasında bir bağ olduğu ve çalışmaya katılan öğretmenlerin eğitim düzeylerindeki yüksekliğin ise gerçekleştirdikleri uygulamalarda fark yarattığı tespit edilmiştir. Araştırmada ulaşılan bu sonuç ile öğretmenlerin okul öncesi eğitimi hakkında ne kadar fazla bilgiye sahip olduklarını, uyguladıkları değerlendirme yöntemleri ile ortaya koydukları saptanmıştır. Ayrıca çalışmaya katılan okul öncesi öğretmenlerinin öğretmenlik tecrübelerinin, onların değerlendirme konusundaki inanç ve uygulamalarını olumlu yönde etkilediği sonucuna ulaşılmıştır. Son olarak, sınıf içerisindeki öğretmen sayısının, öğretmenlerin değerlendirmeye dair görüşlerini ve sınıf içerisindeki değerlendirme uygulamalarını etkileyen diğer bir faktör olduğu tespit edilmiştir.

Keywords

• okul öncesi eğitim,değerlendirme,öğretmenlerin görüşleri

An Investigation of Turkish Early Childhood Teachers’ Self-Reported Beliefs and Practices Regarding Assessment

Abstract

This paper presents an examination of Turkish early childhood education teachers’ self-reported beliefs and practices in relation to classroom assessment, to determine their relationship to the teachers’ educational and professional backgrounds. A survey method was applied to 194 teachers in private and public early childhood education centers serving children three to six years located in Ankara, Turkey. Results revealed that the early childhood education teachers’ beliefs were correlated with their classroom practices which means early childhood teachers practice what they believe in terms of developmentally appropriate practices. Having an undergraduate or post graduate degree and years of teaching experience, were found to affect the teachers’ self-reported beliefs as well as their self-reported classroom practices. Moreover, it means that a strong positive correlation between the early childhood education teachers practice scores and the level of education, meaning the higher the level the higher practices scores they received. Thus, it means the more early childhood education content knowledge is gained through obtaining a higher level of education, the more the greater the appropriate assessment practices the teachers implement. Also the amount of teaching experience was found to be significant in their self-reported beliefs and practices and this means that teachers’ years of teaching experience may influence their beliefs and practices.

Keywords

• early childhood education,assessment,teachers’ beliefs

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