Pre-service Early Childhood Teachers’ Self-Efficacy Beliefs and Views about Family Involvement: A Mixed Method Study

Öz

Family involvement has an important role in the quality of early childhood education. It is essential for teachers to be educated and prepared to work with families as playing an important role in providing family involvement in the process. This study aims to investigate pre-service early childhood teachers’ self-efficacy beliefs and views about family involvement in a mixed method research design. In data collection, 201 pre-service early childhood teachers filled the questionnaire, and interviews were also conducted with six of them. Data were collected from three universities in three different regions of Türkiye and analyzed with descriptive statistics and thematic analysis. Both quantitative and qualitative findings complemented each other regarding pre-service teachers’ believing in themselves for planning and practicing different types of family involvement activities. However, all preservice teachers mentioned barriers and provided suggestions to improve the teacher education regarding the family involvement. As a result, it was concluded that teacher education needs to be developed by integrating family involvement into entire teacher education curriculum as well as providing opportunities for practical experiences.

Anahtar Kelimeler

• Early childhood education
• teacher education
• family involvement
• self-efficacy

Okul Öncesi Öğretmen Adaylarının Aile Katılımına Yönelik Öz-Yeterlik İnançları ve Görüşleri: Bir Karma Yöntem Araştırması

Öz

Aile katılımı, nitelikli bir okul öncesi eğitiminin sağlanmasında önemli rol oynamaktadır. Ailelerin sürece katılımının sağlanmasında önemli rol oynayan öğretmenlerin, bu konuda eğitim almaları ve hazırlanmaları bir gerekliliktir. Bu çalışma, karma yöntemli bir araştırma deseninde, okul öncesi öğretmen adaylarının öz-yeterlik inançlarını ve aile katılımına ilişkin görüşlerini incelemeyi amaçlamaktadır. Veri toplama aşamasında, 201 üçüncü ve dördüncü sınıf okul öncesi öğretmen adayı anketi doldurmuş ve katılımcılar arasından seçilen altı öğretmen adayı ile ise görüşmeler yapılmıştır. Veriler Türkiye'nin üç farklı bölgesindeki üç üniversiteden toplanmıştır ve tanımlayıcı istatistik ve tematik analiz yöntemleri ile analiz edilmiştir. Nicel ve nitel bulgular, öğretmen adaylarının farklı türdeki aile katılımı etkinliklerini planlama ve uygulama konusunda kendilerine inandıklarını ortaya koymaktadır. Fakat öğretmen adaylarının tamamı aile katılımını sağlama konusunda engellerden bahsetmiş ve öğretmen eğitiminin iyileştirilmesine yönelik önerilerde bulunmuştur. Sonuç olarak, aile katılımının tüm öğretmen eğitimi müfredatına entegre edilmesi ve uygulama fırsatlarının sağlanması yoluyla öğretmen eğitiminin geliştirilmesi gerektiği vurgulanmıştır.

Anahtar Kelimeler

• Okul öncesi eğitimi
• öğretmen eğitimi
• aile katılımı
• öz-yeterlik

Kaynakça

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