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The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study

Yıl 2021, Sayı: 27, 155 - 181, 31.07.2021

Tugba Aydemır Ozalp

Öz

The current research aims to examine how Reggio Emilia-inspired preschool teachers in Turkey make sense of being Reggio Emilia-inspired teacher and what they experience during this process. In this research, one of the qualitative research methods, namely, Phenomenological Research Design, was used. Data were collected using semi-structured interviews. In this study, 20 preschool teachers in Reggio Emilia-inspired schools located in Istanbul, Ankara, and Izmir provinces were included. Participants were determined using the purposeful sampling strategy. For data analysis, this research was conducted using the thematic analysis in which categories and codes were created upon similarities found in the data. The findings obtained in this study revealed that a teacher who was inspired by the Reggio Emilia Approach experiences five stages of transformation. These stages were as follows, respectively: 1. Hearing the Reggio Emilia approach for the first time, 2. Affective reaction 3. Internalization 4. Comparison 5. Placement. Participants in the current research stated that being a Reggio Emilia-inspired teacher was a pleasant, enjoyable, intensive process and an endless journey in which they helped children construct their knowledge.

Anahtar Kelimeler

Early childhood education reggio emilia approach reggio emilia-inspired teacher phenomenology

Kaynakça

  • Akar Gencer, A., & Gonen, M. (2015). Examination of The Effects of Reggio Emilia Based Projects on Preschool Children's Creative Thinking Skills. Procedia-Social and Behavioral Sciences, 186, 456-460.
  • Ashworth, P. & Lucas, U. (1998). What is the ‘world’ of Phenomenography? Scandinavian Journal of Educational Research, 42(4), 415- 431.DOI: 10.1080/0031383980420407.
  • Ashworth, P. & Lucas, U. (2000). Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295-308. DOI: 10.1080/713696153.
  • Bastug, M. (2015). Classroom teachers’ feelings and experiences in teaching early reading and writing: A phenomenological study. Education, 3 (13), 1-15.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S. ve Demirel, F. (2010). Bilimsel arastirma yontemleri (7. Baskı). Pegem Akademi.
  • Cadwell, L. B. (2011). Egitimciler ve anne babalar için Reggio Emilia yontemiyle harika çocuk yetistirmek. (Çev. A. Akman ve H. Yavuz Topaç). Kaknus Yayıncılık.
  • Charmaz, K. C. (2006). Constructing grounded theory: A practical guide through qualitative analysis (1st ed.). Sage.
  • Creswell, J. W. (2013). Nitel arastırma yontemleri bes yaklasıma gore nitel arastırma ve arastırma deseni. (Çev. Ed. M. Butun, S.B. Demir). Siyasal Kitabevi.
  • Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39, 124-130.
  • Dahlberg, G. (2000). Everything is a beginning and everything is dangerous: some reflections on the Reggio Emilia experience. In H. Penn (Ed.), Early childhood services theory, policy and practice (pp. 175-183). Open University Press.
  • Dowling, M. (2007). From Husserl to van Manen. A review of different phenomenological approaches. International Journal of Nursing Studies, 44(1), 131-142.
  • Edwards, C. P. (1998). Partner, nurturer, and guide: the role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hudred languages of children: the Reggio Emilia approach-advanced reflections (pp. 179-198). Ablex.
  • Filippini, T. (1998). The role of the pedagogista: an interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of the children: the Reggio Emilia approach-advanced reflections (pp. 127-138). Ablex.
  • Finegan, C. (2001). Alternative early childhood education: Reggio Emilia. Kappa Delta Pi Record, 37 (2), 82-84.
  • Fraser, S. & Getswicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Thomson Learning.
  • Freire, P. (1991). Ezilenlerin Pedagojisi, (Çeviren: D. Hattatoglu, E. Ozbek). Ayrıntı Yayınevi.
  • Gandini, L. (2002). The story and foundations of the Reggio Emilia approach. In R. F. Victoria, A. J. Stremmel, & L. T. (Eds.), Teaching and learning collaborative exploration of the Reggio Emilia approach (pp. 13-21). Pearson Education.
  • Glaser, B. G. (1978). Theoretical sensitivity. Sociology Press.
  • Guidici, C., Rinaldi, C. & Krechevsky, M. (2001). Appendix D. In C. Guidici, C. Rinaldi & M. Krechevsky (Eds.), Making learning visible children as individual and group learners. Reggio Emilia: Reggio Children.
  • Hendrick, J (2004). Reggio Emilia and American schools: Telling them apart and putting them together. In J. Hendrick (Ed.), Next steps toward teaching the Reggio way. (pp. 37-48). Pearson Upper Saddle River, N.J.
  • Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29 (2), 95- 100.
  • Imir, H. M. (2018). Reggio Emilia temelli dokumantasyon uygulamasının okul oncesi cocuklarının dusunme becerileri uzerindeki etkisi (Yayımlanmamıs doktora tezi). Gazi Universitesi Egitim Bilimleri Enstitusu, Ankara.
  • Inan, H. Z. (2012). Okul oncesi egitimde cagdas yaklasimlar reggio emilia yaklasimi ve proje yaklasimi (1.Baskı). Ani yayincilik.
  • Inan, H. Z. & Kayir, G. (2015). Reggio Emilia inspired projects conducted in a preschool: an actıon research. The Journal of International Social Research, 38 (8), 733- 747.
  • Kayabas, Y. (2008). Ogretmenlerin hizmet içi egitimde yetistirilmesinin onemi ve esasları. Turkiye Sosyal Arastırmalar Dergisi, 12 (2), 9-32.
  • Kim, B. S. & Darling, L. F. (2009). Monet, Malaguzzi, and the constructive conversations of preschoolers in a Reggio-inspired classroom. Early Childhood Education Journal, 37 (2), 137-145.
  • Lincoln, Y, S. & Guba, E. G. (1985). Naturalistic inquiry. Sage Publication.
  • Malaguzzi, L. (1998). History, ideas and basic philosophy: An interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (pp. 49-97). Ablex.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation (2nd ed.). Jossey-Bass.
  • Moustakas, C. (1994). Phenomenological research methods. Sage Publication.
  • Nelson, R. L. (2000). Application of the Reggio Emilia approach to environments in the United States: A case study (Doctoral dissertation). University o f Nebraska, Nebraska.
  • New, R. S. (1993). Reggio Emilia: Some Lessons for US Educators. Retrieved from ERIC database. (ED354988).
  • Ozturk, S. (2006). Avusturalya New South Wales erken çocukluk egitim programı bir Reggio Emilia orneklemesi. İzmir Ondokuz Mayis Universitesi Egitim Fakultesi Dergisi, 21, 30-38.
  • Patton, M. Q. (2014). Nitel arastırma ve degerlendirme yontemleri. (Çev. Ed. M. Butun, S.B. Demir). Pegem Akademi.
  • Rinaldi, C. (1998). Projected curriculum constructed through documentation-progettazione an interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia approach-advanced reflections (pp. 113-125). Ablex.
  • Rinaldi, C. (2006). In dialogue with Reggio Emilia listening, researching and learning (1st ed.). Routledge.
  • Silverman, D. (2005). Doing qualitative research. Sage Publication.
  • Stegelin, D. A. (2003). Application of the Reggio Emilia approach to early childhood science curriculum. Early Childhood Education Journal, 3 (30), 163-169.
  • Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. (2nd ed.). CA: Sage.
  • Strickler, J. (2012). The Educator's Perspective: Implementing the Reggio Emilia Approach in the American Classroom. (Unpublished master thesis). University of Central Oklahoma, USA.
  • Sahin-Sak, İ. T. (2014). Okul oncesi ogretmen adaylarının Montessori ve Reggio Emilia yaklasımları ile ilgili gorusleri. İnonu Universitesi Egitim Fakultesi Dergisi, 15 (3), 1-20.
  • Thornton, L. & Brunton, P. (2005). Understanding the Reggio approach (1st ed.). David Fulton Publishers.
  • Thornton, L. & Brunton, P. (2010). Bringing the Reggio Approach to your early years practice (2nd ed.). Routledge.
  • Turnuklu, A. (2000). Egitimbilim arastırmalarında etkin olarak kullanılabilecek nitel bir arastırma teknigi: Gorusme. Kuram ve Uygulamada Egitim Yonetimi Dergisi 6 (4), 543-559.
  • Van Manen, M. (1990). Researching lived experience. SUNY Press.
  • Vecchi, V. (1998). The role of the atelierista: an interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia approach-advanced reflections (pp. 139-148). Ablex.
  • Wexler, A. (2004). A theory for living: Walking with Reggio Emilia. Art Education, 57 (6), 13-19.
  • Yildirim, A. ve Simsek, H. (2013). Sosyal bilimlerde nitel arastırma yontemleri (9.Baskı). Seckin yayincilik.

Yıl 2021, Sayı: 27, 155 - 181, 31.07.2021

Tugba Aydemır Ozalp

Öz

Kaynakça

  • Akar Gencer, A., & Gonen, M. (2015). Examination of The Effects of Reggio Emilia Based Projects on Preschool Children's Creative Thinking Skills. Procedia-Social and Behavioral Sciences, 186, 456-460.
  • Ashworth, P. & Lucas, U. (1998). What is the ‘world’ of Phenomenography? Scandinavian Journal of Educational Research, 42(4), 415- 431.DOI: 10.1080/0031383980420407.
  • Ashworth, P. & Lucas, U. (2000). Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295-308. DOI: 10.1080/713696153.
  • Bastug, M. (2015). Classroom teachers’ feelings and experiences in teaching early reading and writing: A phenomenological study. Education, 3 (13), 1-15.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S. ve Demirel, F. (2010). Bilimsel arastirma yontemleri (7. Baskı). Pegem Akademi.
  • Cadwell, L. B. (2011). Egitimciler ve anne babalar için Reggio Emilia yontemiyle harika çocuk yetistirmek. (Çev. A. Akman ve H. Yavuz Topaç). Kaknus Yayıncılık.
  • Charmaz, K. C. (2006). Constructing grounded theory: A practical guide through qualitative analysis (1st ed.). Sage.
  • Creswell, J. W. (2013). Nitel arastırma yontemleri bes yaklasıma gore nitel arastırma ve arastırma deseni. (Çev. Ed. M. Butun, S.B. Demir). Siyasal Kitabevi.
  • Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39, 124-130.
  • Dahlberg, G. (2000). Everything is a beginning and everything is dangerous: some reflections on the Reggio Emilia experience. In H. Penn (Ed.), Early childhood services theory, policy and practice (pp. 175-183). Open University Press.
  • Dowling, M. (2007). From Husserl to van Manen. A review of different phenomenological approaches. International Journal of Nursing Studies, 44(1), 131-142.
  • Edwards, C. P. (1998). Partner, nurturer, and guide: the role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hudred languages of children: the Reggio Emilia approach-advanced reflections (pp. 179-198). Ablex.
  • Filippini, T. (1998). The role of the pedagogista: an interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of the children: the Reggio Emilia approach-advanced reflections (pp. 127-138). Ablex.
  • Finegan, C. (2001). Alternative early childhood education: Reggio Emilia. Kappa Delta Pi Record, 37 (2), 82-84.
  • Fraser, S. & Getswicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Thomson Learning.
  • Freire, P. (1991). Ezilenlerin Pedagojisi, (Çeviren: D. Hattatoglu, E. Ozbek). Ayrıntı Yayınevi.
  • Gandini, L. (2002). The story and foundations of the Reggio Emilia approach. In R. F. Victoria, A. J. Stremmel, & L. T. (Eds.), Teaching and learning collaborative exploration of the Reggio Emilia approach (pp. 13-21). Pearson Education.
  • Glaser, B. G. (1978). Theoretical sensitivity. Sociology Press.
  • Guidici, C., Rinaldi, C. & Krechevsky, M. (2001). Appendix D. In C. Guidici, C. Rinaldi & M. Krechevsky (Eds.), Making learning visible children as individual and group learners. Reggio Emilia: Reggio Children.
  • Hendrick, J (2004). Reggio Emilia and American schools: Telling them apart and putting them together. In J. Hendrick (Ed.), Next steps toward teaching the Reggio way. (pp. 37-48). Pearson Upper Saddle River, N.J.
  • Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29 (2), 95- 100.
  • Imir, H. M. (2018). Reggio Emilia temelli dokumantasyon uygulamasının okul oncesi cocuklarının dusunme becerileri uzerindeki etkisi (Yayımlanmamıs doktora tezi). Gazi Universitesi Egitim Bilimleri Enstitusu, Ankara.
  • Inan, H. Z. (2012). Okul oncesi egitimde cagdas yaklasimlar reggio emilia yaklasimi ve proje yaklasimi (1.Baskı). Ani yayincilik.
  • Inan, H. Z. & Kayir, G. (2015). Reggio Emilia inspired projects conducted in a preschool: an actıon research. The Journal of International Social Research, 38 (8), 733- 747.
  • Kayabas, Y. (2008). Ogretmenlerin hizmet içi egitimde yetistirilmesinin onemi ve esasları. Turkiye Sosyal Arastırmalar Dergisi, 12 (2), 9-32.
  • Kim, B. S. & Darling, L. F. (2009). Monet, Malaguzzi, and the constructive conversations of preschoolers in a Reggio-inspired classroom. Early Childhood Education Journal, 37 (2), 137-145.
  • Lincoln, Y, S. & Guba, E. G. (1985). Naturalistic inquiry. Sage Publication.
  • Malaguzzi, L. (1998). History, ideas and basic philosophy: An interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (pp. 49-97). Ablex.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation (2nd ed.). Jossey-Bass.
  • Moustakas, C. (1994). Phenomenological research methods. Sage Publication.
  • Nelson, R. L. (2000). Application of the Reggio Emilia approach to environments in the United States: A case study (Doctoral dissertation). University o f Nebraska, Nebraska.
  • New, R. S. (1993). Reggio Emilia: Some Lessons for US Educators. Retrieved from ERIC database. (ED354988).
  • Ozturk, S. (2006). Avusturalya New South Wales erken çocukluk egitim programı bir Reggio Emilia orneklemesi. İzmir Ondokuz Mayis Universitesi Egitim Fakultesi Dergisi, 21, 30-38.
  • Patton, M. Q. (2014). Nitel arastırma ve degerlendirme yontemleri. (Çev. Ed. M. Butun, S.B. Demir). Pegem Akademi.
  • Rinaldi, C. (1998). Projected curriculum constructed through documentation-progettazione an interview with Lella Gandini. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia approach-advanced reflections (pp. 113-125). Ablex.
  • Rinaldi, C. (2006). In dialogue with Reggio Emilia listening, researching and learning (1st ed.). Routledge.
  • Silverman, D. (2005). Doing qualitative research. Sage Publication.
  • Stegelin, D. A. (2003). Application of the Reggio Emilia approach to early childhood science curriculum. Early Childhood Education Journal, 3 (30), 163-169.
  • Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. (2nd ed.). CA: Sage.
  • Strickler, J. (2012). The Educator's Perspective: Implementing the Reggio Emilia Approach in the American Classroom. (Unpublished master thesis). University of Central Oklahoma, USA.
  • Sahin-Sak, İ. T. (2014). Okul oncesi ogretmen adaylarının Montessori ve Reggio Emilia yaklasımları ile ilgili gorusleri. İnonu Universitesi Egitim Fakultesi Dergisi, 15 (3), 1-20.
  • Thornton, L. & Brunton, P. (2005). Understanding the Reggio approach (1st ed.). David Fulton Publishers.
  • Thornton, L. & Brunton, P. (2010). Bringing the Reggio Approach to your early years practice (2nd ed.). Routledge.
  • Turnuklu, A. (2000). Egitimbilim arastırmalarında etkin olarak kullanılabilecek nitel bir arastırma teknigi: Gorusme. Kuram ve Uygulamada Egitim Yonetimi Dergisi 6 (4), 543-559.
  • Van Manen, M. (1990). Researching lived experience. SUNY Press.
  • Vecchi, V. (1998). The role of the atelierista: an interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia approach-advanced reflections (pp. 139-148). Ablex.
  • Wexler, A. (2004). A theory for living: Walking with Reggio Emilia. Art Education, 57 (6), 13-19.
  • Yildirim, A. ve Simsek, H. (2013). Sosyal bilimlerde nitel arastırma yontemleri (9.Baskı). Seckin yayincilik.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tugba Aydemır Ozalp Bu kişi benim

Yayımlanma Tarihi 31 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 27

Kaynak Göster

APA Aydemır Ozalp, T. (2021). The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study. Eğitimde Nitel Araştırmalar Dergisi(27), 155-181.
AMA Aydemır Ozalp T. The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study. Derginin Amacı ve Kapsamı. Temmuz 2021;(27):155-181.
Chicago Aydemır Ozalp, Tugba. “The Process of Being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study”. Eğitimde Nitel Araştırmalar Dergisi, sy. 27 (Temmuz 2021): 155-81.
EndNote Aydemır Ozalp T (01 Temmuz 2021) The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study. Eğitimde Nitel Araştırmalar Dergisi 27 155–181.
IEEE T. Aydemır Ozalp, “The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study”, Derginin Amacı ve Kapsamı, sy. 27, ss. 155–181, Temmuz 2021.
ISNAD Aydemır Ozalp, Tugba. “The Process of Being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study”. Eğitimde Nitel Araştırmalar Dergisi 27 (Temmuz 2021), 155-181.
JAMA Aydemır Ozalp T. The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study. Derginin Amacı ve Kapsamı. 2021;:155–181.
MLA Aydemır Ozalp, Tugba. “The Process of Being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study”. Eğitimde Nitel Araştırmalar Dergisi, sy. 27, 2021, ss. 155-81.
Vancouver Aydemır Ozalp T. The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study. Derginin Amacı ve Kapsamı. 2021(27):155-81.
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