Etkili Okul Öncesi Öğretmenlerinin Kişisel Özellikleri: Kısa Hikaye Çalışması

Year 2019, Volume: 16 Issue: 1, 561 - 593, 25.12.2019

Özlem Yurt , Sadiye Keleş

Abstract

Nitelikli bir okul öncesi eğitimin göstergeleri arasında yer alan eğitim programı ve eğitim ortamı gibi temel boyutları en üst düzeyde kullanarak, eğitim sürecini etkili uygulamalarla gerçekleştirecek kişiler okul öncesi öğretmenleridir. Diğer tüm öğretmenlik branşlarında olduğu gibi, okul öncesi öğretmenliğinde de öğretmenlerin taşıması gereken özellikler tartışmaya açık bir konudur. Ancak görüş birliğine varılan konu, öğretmenlerin mesleği seçmelerinde etkili olan geçmiş yaşantılarının, çocuk gelişimi bilgilerinin, inanışlarının ve öz-saygılarının yüksek nitelikteki öğrenme ortamları için önemli olduğu düşüncesidir. Bu doğrultuda bu çalışmanın temel amacı; okul öncesi öğretmenlerinin, etkili okul öncesi öğretmenlerinin kişisel özelliklerine sahip olma durumlarının kısa hikayeler yoluyla incelenmesidir. İkinci amacı ise, okul öncesi öğretmenlerin etkili okul öncesi öğretmeni özelliklerini sergileme düzeyleri arasındaki ilişkinin belirlenmesidir. Araştırmada katılımcıların belirlenmesinde amaçlı örnekleme yöntemi kullanılmış ve 54 öğretmen araştırmaya gönüllü olarak dahil olmuştur. Verilerin toplaması amacıyla, araştırmacılar tarafından kurgulanan çeşitli kısa hikayeleri içeren yarı-yapılandırılmış görüşme formu kullanılmıştır. İlgili kısa hikayeler, Colker’ın (2008) öne sürdüğü 12 farklı öğretmen özelliğini (heves/coşku, sonuna kadar direnme, risk almaya isteklilik, pragmatizm, sabır, esneklik, farklılıklara saygı duyma, yaratıcılık, otantiklik, öğrenmeyi sevme, yüksek enerji ve mizah duygusu) yansıtacak şekilde kurgulanmıştır. Verilerin analizinde bütünsel rubrikten ve korelasyon analizinden yararlanılmıştır. Araştırma sonucunda; katılımcıların çoğunluğunun hevesli/coşkulu olma ve otantik olma özelliklerini sergilemelerinin yeterli düzeyde olduğu; yaratıcı olma özelliğini sergileme konusunda iyileştirilme ihtiyacında oldukları; pragmatist olma ve öğrenmeyi sevme özelliğini sergilemede ise yetersiz düzeyde oldukları görülmüştür. Bununla birlikte, hevesli/coşkulu olma ile pragmatist olma puanları ve yaratıcı olma ile yüksek enerjiye sahip olma puanları arasında negatif yönlü anlamlı bir ilişki; sonuna kadar direnme ile farklılıklara saygı gösterme puanları arasında ise pozitif yönlü anlamlı bir ilişki tespit edilmiştir.

Keywords

Okul öncesi eğitimi, Etkili öğretmen özelliği

Personal Characteristics of Effective Preschool Teachers: A Vignette Study

Abstract

Preschool teachers are those who are expected to implement the educational process with effective practices by making utmost use of the basic dimensions such as the educational programme and educational setting, considered to be amongst the determiners of a high-quality preschool education. As in all other teaching specialties, the characteristics that preschool teachers need to possess are also open to debate. Consensus is reached, however, on the view that teachers’ previous experiences influential on their professional choice, their knowledge of child development, their beliefs, and their self-esteem are essential for highquality learning settings. The main purpose of this study is to examine the preschool teachers' personal characteristics of effective pre-school teachers through vignettes. The second aim is to determine the relationship between effective pre-school teacher characteristics. Purposive sampling method was used for the selection of the participants and 54 teachers volunteered to take part in the study. For data collection, a semi-structured interview form composed of various short stories and based on the scenario approach was developed by the researchers. The vignettes were created in a way that reflected the 12 different characteristics of a teacher (passion, perseverance, willingness to take risks, pragmatism, patience, flexibility, respect for diversity, creativity, authenticity, love of learning, high energy, and sense of humour) proposed by Colker (2008). The holistic rubric and correlation analysis were used for the analysis of the data. The study concludes that preschool teachers demonstrate a sufficient degree of flexibility but prove inadequate in terms of love of learning and pragmatism. The findings of this study are expected to shed light on preschool teacher education policies. As a result of the research; that the majority of the participants were enthusiastic and authentic; they need to be improved in terms of being creative; pragmatists and love of learning are inadequate. However, there is a significant negative relationship between being enthusiastic with being a pragmatist and being creative with having a high energy score; a significant positive correlation was found between the perseverance and the appreciation of diversity.

Keywords

Preschool education, Effective teacher characteristics

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