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

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