Comparison of Preschool Teachers' Pedagogical Content Knowledge for Thinking Skills Education

Öz

The purpose of this study is to compare the pedagogical content knowledge (PCK) of preschool teachers who received philosophy educator training with children and who did not. A total of six preschool teachers from different seniorities and experiences participated in this case study. Personal Information Form, Teaching Activity Plan and PCK Interview Guide were used as data collection instrumentss in order to examine and compare the pedagogical content knowledge of participants about thinking skills education in depth. First, inductive content analysis was performed on the data obtained. Through the themes and concepts reached, PCKs of the participants who received and did not receive philosophy educator training with children were compared. Subsequently, PCK maps created with the help of in-depth direct PCK analysis and enumerative approach were compared. It has been revealed that teachers who have trainer education tend to use inquiry-based methods. On the other hand, it has been revealed that teachers who do not receive trainer training resort to teacher-centered methods. In addition, it has been found that PCK maps of teachers who receive philosophy educator training with children create a more balanced component interaction. Finally, teachers strongly influenced their knowledge of instructional orientation and student understanding.

Anahtar Kelimeler

• Preschool education
• Philosophy with children
• Thinking skills education
• Pedogogical content knowledge

Okul Öncesi Öğretmenlerinin Düşünme Becerileri Eğitimine Yönelik Pedagojik Alan Bilgilerinin Karşılaştırılması

Öz

Bu çalışmanın amacı, çocuklarla felsefe eğitici eğitimi alan ve almayan okul öncesi öğretmenlerinin düşünme becerileri eğitimine yönelik pedagojik alan bilgilerini (PAB) karşılaştırılmasıdır. Durum çalışması desenindeki bu çalışmaya farklı kıdem ve deneyimlerden toplamda altı okul öncesi öğretmeni katılmıştır. Katılımcıların düşünme becerileri eğitimine yönelik pedagojik alan bilgilerini derinlemesine incelemek ve karşılaştırmak için katılımcılara Kişisel Bilgi Formu, Öğretim Etkinlik Planı ve PAB Görüşme Formu uygulanmıştır. Buradan elde edilen veriler üzerinde ilk olarak tümevarımsal içerik analizi yapılmıştır. Ulaşılan tema ve kavramlar aracılığıyla çocuklarla felsefe eğitici eğitimi alan ve almayan katılımcıların PAB’ları karşılaştırılmıştır. Ardından derinlemesine doğrudan PAB analizi ve numaralandırma yaklaşımı yardımıyla oluşturulan PAB haritaları kıyaslanmıştır. Eğitici eğitimine sahip olan öğretmenlerin sorgulama temelli yöntemlere başvurma eğiliminde oldukları ortaya çıkmıştır. Diğer yandan eğitici eğitimi almayan öğretmenlerin ise öğretmen merkezli yöntemlere başvurdukları ortaya çıkmıştır. Ayrıca, çocuklarla felsefe eğitici eğitimi alan öğretmenlerin PAB haritalarının daha dengeli bir bileşen etkileşimi oluşturdukları bulgulanmıştır. Sonuç olarak öğretmenler öğretim oryantasyonu ve öğrenci anlayışları bilgilerini kuvvetli olarak etkileştirmişlerdir.

Anahtar Kelimeler

• Okul öncesi eğitim
• Çocuklarla felsefe
• Düşünme becerileri eğitimi
• Pedagojik alan bilgisi

Kaynakça

1. Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International journal of science education, 30(10), 1405-1416. doi: 10.1080/09500690802187041
2. Akbaba, A. ve Kaya B. (2015). Okul öncesi öğrencilerinin düşünme becerilerinin gelişmesine yönelik öğretmen görüşleri. Elektronik Sosyal Bilimler Dergisi, 14(55), 148-160. doi: 10.17755/esosder.41522
3. Akman, B. ve Şahin, M. K. (2018). Erken çocukluk döneminde düşünme becerilerinin gelişimi. Milli Eğitim Dergisi, 47(218), 5-20.
4. Akşam, E. ve Kutluca, A. Y. (2021) Okul öncesi öğretmenlerinin fen öğretimi uygulamalarının teorik ve pratik doğasının keşfedilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 386-435. doi: 10.19171/uefad.867333
5. Ansori, M. (2019). English teachers’efficacy ın using pedagogical techniques to promote higher order thinking skills. A Journal of Culture, English Language Teaching, Literature and Linguistics, 6(2), 1-13. doi: 10.22219/celtic.v6i2.9860
6. Aslan, O., Şenel-Zor, T. ve Tamkavas-Cicim, E. (2015). Okul öncesi öğretmenlerinin fen eğitimine yönelik görüşlerinin ve hizmet içi eğitim ihtiyaçlarının belirlenmesi. Journal of International Social Research, 8(40), 519-530.
7. Baumfield, V. (2006). Tools for pedagogical inquiry: The impact of teaching thinking skills on teachers. Oxford Review of Education, 32(2), 185-196. doi: 10.1080/03054980600645362
8. Birbili, M. (2013). Developing young children's thinking skills in greek early childhood classrooms: Curriculum and practice. Early Child Development and Care, 183(8), 1101-1114. doi: 10.1080/03004430.2013.772990

9. Boyacı, N. P., Karadağ, F. ve Gülenç, K. (2018). Çocuklar için felsefe/çocuklarla felsefe: Felsefi metotlar, uygulamalar ve amaçlar. Kaygı. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 31, 145-173. doi: 10.20981/kaygi.474657
10. Burroughs, M. D., & Tuncdemir, T. B. A. (2017). Philosophical ethics in early childhood: A pilot study. Journal of Philosophy in Schools, 4(1), 74-101.
11. Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., ... Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77-94). Singapore: Springer.
12. Chan, K. K. H., & Yung, B. H. W. (2015). On-site pedagogical content knowledge development. International Journal of Science Education, 37(8), 1246-1278. doi: 10.1080/09500693.2015.1033777
13. Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. doi: 10.1177%2F0022487193044004004
14. Cohen, R., & Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally”. Research in Science Education, 39(1), 131-155. doi: 10.1007/s11165-008-9088-7
15. Çayır, N. A. ve Akkoyunlu, B. (2016). Çocuklar için felsefe eğitimi üzerine nitel bir araştırma. Turkish Online Journal of Qualitative Inquiry, 7(2), 97-133. doi: 10.17569/tojqi.91449
16. Dağlıoğlu, H. E. ve Çakır, F. (2007). Erken çocukluk döneminde düşünme becerilerinden planlama ve derin düşünmenin geliştirilmesi. Eğitim ve Bilim, 32(144), 28-35.
17. Daniel, M. F., & Auriac, E. (2011). Philosophy, critical thinking and philosophy for children. Educational Philosophy and Theory, 43(5), 415-435. doi: 10.1111/j.1469-5812.2008.00483.x
18. Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111-132.
19. Demirbaş, M. (2019). Okul öncesi öğretmen adayları ve okul öncesi öğretmenlerinin matematiksel inanç düzeyleri ile matematiksel pedagojik yeterlik düzeyleri arasındaki ilişkinin incelenmesi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Konya.
20. Demissie, F. (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40(12), 1-13. doi: 10.14221/ajte.2015v40n12.1
21. Direk, N. (2008). Filozof çocuk. İstanbul: Pan Yayıncılık.
22. Droit, R. (2014). Çocuklarla felsefe sohbetleri. (A. Karakış, çev.). İstanbul: Say Yayınları.
23. Dwyer, J., Kelcey, B., Berebitsky, D., & Carlisle, J. F. (2016). A study of teachers’ discourse moves that support text-based discussions. The Elementary School Journal, 117(2), 285-309. doi: 10.1086/688896
24. Estarellas, P. (2007). Teaching philosophy vs teaching to philosophise. Philosophy Now, 63, 12-15.
25. Fisher, A. (2005). Thinking skills and admission to higher education. Retrieved from https://www.cambridgeassessment.org.uk/1139/
26. Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter?: Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357-383. doi: 10.1002/tea.20283
27. Gasparatou, R., & Kampeza, M. (2012). Introducing P4C in kindergarten in Greece. Analyticteaching and Philosophical Praxis, 33(1), 72-82.
28. Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
29. Gregory, M., & Brubaker, N. (2008). Philosophy for children: Practitioner handbook. Montclair, USA: IAPC Publication.
30. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
31. Hashim, H. (2004). Malaysian teachers’ attitudes, competancy and practices in teaching thinking. Intellectual Discourse, 11(1), 27-50.
32. Işıklar, S. (2019). Çocuklar için felsefe eğitim programının 5-6 yaş çocuklarda felsefi sorgulama yoluyla eleştirel düşünme ve problem çözme becerilerine etkisi. (Yayımlanmamış yüksek lisans tezi). Onsekiz Mart Üniversitesi, Çanakkale.
33. Işıklar, S., & Abalı-Öztürk, Y. (2022). The effect of philosophy for children (P4C) curriculum on critical thinking through philosophical inquiry and problem solving skills. International Journal of Contemporary Educational Research, 9(1), 130-142. doi: 10.33200/ijcer.942575
34. Jahani, R., Nodehi, H., & Akbari, A. (2016). Effect of the P4C (philosophy for children as a content approach) on moral gudgment of sixth grade students. Scinzer Journal of Humanities, 2(1), 19-23.
35. Karadağ, F. ve Demirtaş, V. Y. (2018). Çocuklarla felsefe öğretim programı’nın okul öncesi dönemdeki çocukların eleştirel düşünme becerileri üzerindeki etkililiği. Eğitim ve Bilim, 43(195), 1-22. doi: 10.15390/EB.2018.7268
36. Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. doi: 10.1080/03057260903142285
37. Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83-86.
38. Korkmaz, H. I., & Şahin, Ö. (2020). Preservice preschool teachers’ pedagogical content knowledge on geometric shapes in terms of children’s mistakes. Journal of Research in Childhood Education, 34(3), 385-405. doi: 10.1080/02568543.2019.1701150
39. Koyuncu, E. D. (2020). Okul öncesi öğretmenlerinin çocuklarla felsefe hakkındaki görüşlerinin çocuklarla felsefe deneyimi yoluyla incelenmesi. (Yayımlanmamış yüksek lisans tezi). Orta Doğu Teknik Üniversitesi, Ankara.
40. Kutluca, A. Y. (2021a). An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience. Science Education, 105(4), 743-775. doi: 10.1002/sce.21624
41. Kutluca, A. Y. (2021b). Investigation of the interactions among preschool teachers' components of pedagogical content knowledge for early science teaching. Southeast Asia Early Childhood Journal, 10(1), 117-137. doi: 10.37134/saecj.vol10.1.10.2021
42. Larimore, R. A. (2020). Preschool science education: A vision for the future. Early Childhood Education Journal, 48(6), 703-714. doi: 10.1007/s10643-020-01033-9
43. Lee, J. E. (2017). Preschool teachers’ pedagogical content knowledge in mathematics. International Journal of Early Childhood, 49(2), 229-243.
44. Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
45. Lipman, M. (1995). Caring as thinking. Inquiry: Critical Thinking Across the Disciplines, 15(1), 1-13.
46. Lipman, M. (2003). Thinking in education. Newyork: Cambridge University Press.
47. Loughran, J., Mulhall, P., & Berry A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391. doi: 10.1002/tea.20007
48. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education, 95-132. doi: 10.1007/0-306-47217-1_4
49. McCall, C. C. (2017). Düşünmeyi dönüştürmek: İlk ve orta sınıflarda felsefi sorgulama. Ankara: Nobel Akademik Yayıncılık.
50. Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25(9), 1212-1222. doi: 10.1177%2F1049732315588501
51. Moseley, D., Elliot, J., Gregson, M., & Higgins, S. (2005). Thinking skills framework for the use in education and traning. British Education Reseach Journal, 31(3), 367-390. doi: 10.1080/01411920500082219
52. Nacar, S. ve Kutluca, A. Y. (2020). Bir okul öncesi öğretmeninin fen öğretimine yönelik pedagojik alan bilgisinin keşfedilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 529-545. doi: 10.17860/mersinefd.727664
53. Neuman, S. B., & Danielson, K. (2021). Enacting content-rich curriculum in early childhood: The role of teacher knowledge and pedagogy. Early Education and Development, 32(3), 443-458. doi: 10.1080/10409289.2020.1753463
54. Newell-Jones, K. (2012). Wiser Wales: Developing philosophy for children (P4C) in different school contexts in wales 2009-2012. Cardiff: Council for Education in World Citizenship.
55. Nilsson, P., & Elm, A. (2017). Capturing and developing early childhood teachers’ science pedagogical content knowledge through CoRes. Journal of Science Teacher Education, 28(5), 406-424. doi: 10.1080/1046560X.2017.1347980
56. Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699-721. doi: 10.1007/s10972-011-9239-y
57. O’riordan, N. (2013). Swimming against the tide: The implementation of philosophy for children in the primary classroom. (Unpublished doctoral dissertation). University of Hull, Kingson Upon Hull, England.
58. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42(5), 533-544.
59. Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941. doi: 10.1002/tea.21022
60. Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. doi: 10.1007/s11165-007-9049-6
61. Park, S., & Suh, J. K. (2019). The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in science teaching. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 187-199). Singapore: Springer. doi: 10.1007/978-981-13-5898-2_8
62. Robson, S., & Hargreaves, D. J. (2005). What do early childhood practitioners think about young children's thinking? European Early Childhood Education Research Journal, 13(1), 81-96. doi: 10.1080/13502930585209571
63. Säre, E., Luik, P., & Tulviste, T. (2016). Improving pre-schoolers'reasonıng skills usıng the philosophy for children programme. Trames: A Journal of the Humanities and Social Sciences, 25(3), 273-295.
64. Sa-U, S., & Abd-Rahman, N. S. N. (2008). Factors influencing teachers' perceptions on teaching thinking: A case study in Kuala Lumpur, Malaysia. The Journal of Behavioral Science, 3(1), 66-75.
65. Scholl, R., Nichols, K., & Burgh, G. (2016). Connecting learning to the world beyond the classroom through collaborative philosophical inquiry. Asia-Pacific Journal of Teacher Education, 44(5), 436-454. doi: 10.1080/1359866X.2015.1095279
66. Schreier, M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: Sage.
67. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. doi: 10.17763/haer.57.1.j463w79r56455411
68. Siddiqui, N., Gorard, S., & See, B. (2015). Philosophy for children: Evaluation report and executive summary. Millbank: Education Endowment Foundation.
69. Siegler, R. S., & Wagner-Alibali, M. (2005). Children’s thinking. Upper Saddle River, NJ: Prentice Hall.
70. Soydan, S. B. ve Dereli, H. M. (2014). Farklı yaklaşımları uygulayan okul öncesi öğretmenlerinin çocuklarda düşünme becerilerini geliştirmek için kullandıkları stratejilerin incelenmesi. Kastamonu Eğitim Dergisi, 22(2), 475-496.
71. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
72. Sternberg, R. J., & Grigorenko, E. (2000). Teaching thinking for successful intelligence. Arlington Heights, Illinois: Skylight Professional Development.
73. Sternberg, R. J., & Grigorenko, E. L. (2002). Difference scores in the identification of children with learning disabilities It's time to use a different method. Journal of School Psychology, 40(1), 65- 83. doi: 10.1016/S0022-4405(01)00094-2
74. Torbeyns, J., Verbruggen, S., & Depaepe, F. (2020). Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training. ZDM – Mathematics Education, 52(2), 269-280. doi: 10.1007/s11858-019-01088-y
75. Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21(3), 299-314. doi: 10.1016/j.tate.2005.01.003
76. Wartenberg, T. E. (2014). Big ideas for little kids: Teaching philosophy through children's literature. Lanham, MD: Rowman & Littlefield.
77. Yılmaz, M. ve Benli, N. (2011). İlköğretim I. kademede verilen performans görevlerinin veli görüşleri açısından değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 287-302.
78. Yin, R. K. (2014). Case study methods: Design and methods. Thousand Oaks, CA: Sage.