Okul Öncesi Öğretmenlerinin Değerlendirmeye Yönelik Görüş ve Uygulamalarının İncelenmesi

Yıl 2017, Sayı: 11, 29 - 49, 25.01.2017

Metehan Buldu Feyza Tantekin Erden

Öz

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.

Anahtar Kelimeler

okul öncesi eğitim, değerlendirme, öğretmenlerin görüşleri

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

Öz

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.

Anahtar Kelimeler

early childhood education, assessment, teachers’ beliefs

Kaynakça

• Bagnato, S. J., Neisworth, J. T. & Munson, S. M. (1997). LINKing assessment and early intervention: An authentic curriculum-based approach. Baltimore: Paul H. Brookes.
• Berry, B., Daughtrey, A. & Wieder, A. (2009). Collaboration: Closing the Effective Teaching Gap: A policy brief. Hillsborough, NC: Center for Teaching Quality.
• Bredekamp, S. & Rosegrant, T. (1995). Reaching Potentials: Transforming Early Childhood Curriculum and Assessment, 2, 5-14. Washington, DC: NAEYC.
• Buchanan, T. K., Burts, D. C., Bidner, J., White, F. & Charlesworth, R. (1998). Predictors of the developmentally appropriateness of the beliefs and practices of first, second, and third grade teachers. Early Childhood Research Quarterly, 13, 459–483.
• Buldu, M. (2009). Constructivism in early childhood education. Teacher educator beliefs and practices. Cologne, Germany: LAP Lambert Academic Publishing AG & Co. KG.
• Cassidy, D. J., Buell, M. J., Pugh-Hoese, S. & Russell, S. (1995). The effect of education on child care teachers’ beliefs and classroom quality: Year one evaluation of the TEACH early childhood associate degree scholarship program. Early Childhood Research Quarterly, 10, 171-183.
• Clark, C. M. & Peterson, P. L. (1986). “Teachers’ thought process”. In Handbook of research on teaching, Edited by: Wittrock, M.C. 255–296. New York: Macmillan.
• Erdiller, Z. B. & McMullen, M. B. (2003). Turkish teachers’ beliefs on developmentally appropriate practices in early childhood education. Hacettepe University Journal of Education, 25, 84-93.
• Eren, T. (2007). A bridge between home and School, portfolio assessment in early childhood education. (Unpublished master’s thesis), Middle East Technical University, Ankara.
• Hyson, M. (2010). The role of play in promoting children’s positive approaches to learning. Retrieved August 2010 from: http://www.researchconnections.org/files/childcare/pdf/PlayandApproachestoLearning-MarilouHyson-1.pdf.
• Isenberg, J. P. (1990). Teachers’ thinking and beliefs and classroom practice. Childhood Education, 66, 322–327.
• Kagan, S. L. & Shepard, L. (1998). Principles and recommendations for early childhood assessments. Washington, DC: National Education Goals Panel, Goal 1 Early Childhood Assessment Resource Group.
• Keith, L. K. & Campbell, J. M. (2000). Assessment of social and emotional development in preschool children. In B. A. Bracken (Ed.), The psychoeducational assessment of preschool children (3rd ed.), 364–398. Boston: Allyn and Bacon.
• McAfee, O. & Leong, D. J. (2002). Assessing and guiding young children’s development and learning (3rd ed.). Boston: Allyn & Bacon.
• McMeniman, M. M., Benson, M. & Alat, K. (2002). Education matters in the nurturing of the beliefs of preschool caregivers and teachers. Early Childhood Research & Practice, 4(2).
• McMillan, D. (1996). Time for Assessment. Carthage IL: Teaching & Learning Company.
• McMullen, M.B. (1999). Characteristics of teachers who talk the DAP talk and walk the DAP walk. Journal of Research Childhood Education, 13(2), 216-230.
• Ministry of National Education (MONE). (2013). Early Childhood Curriculum for 36-72 months-children, Ankara.
• Neisworth, J. T., Bagnato, S. J. (2004). The mismeasure of young children: the authentic assessment alternative. Infants and Young Children, 17 (3), 198-212.
• National Association for the Education of Young Children (NAEYC) and National Association of Early Childhood Specialists in State Departments of Education (NAECS/ SDE). (2003). Early childhood curriculum, assessment and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Washington, DC: NAEYC.
• National Association for the Education of Young Children (2005). NAEYC Early Childhood Program Standards and Accreditation Performance Criteria. Washington, D.C.: National Association for the Education of Young Children.
• National Association for the Education of Young Children (2009). NAEYC Standards for Early Childhood Professional Preparation.
• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317 - 328.
• Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307 - 332.
• Pallant, J. (2007). SPSS survival manual (3rd ed.). Cross Nest, NSW: Allen & Unwin.
• Rust, F. (1994). The first year of teaching: It's not what they expected, Teaching and Teacher Education, 10(2), 205–217.
• Scott-Little, C., Kagan, S. L. & Clifford, R. M. (2003). Assessing the state of state assessments: Perspectives on assessing young children. Greensboro, North Carolina: University of North Carolina, SERVE.