The Profile of Turkish Pre-School Teachers

Yıl 2023, Sayı: 23, 1 - 11, 24.01.2023

Dila Nur Yazıcı , Berrin Akman , Mine Durmuşoğlu , Nuri Doğan , Haydar Karaman , Sümeyra Soysal

https://doi.org/10.30786/jef.837772

Öz

The significant technological advances observed in the 21st century and resulting sociological changes require social adaptation. These changes created an essential role for the teachers to instruct the changing qualifications. The present study aimed to determine the profile of preschool teachers in Turkey. Thus, this research was designed as a descriptive study. The study group included 652 teachers. Most of the teachers participating in the research were female participants. Most of the teachers are graduates of pre-school education. However, there are also teachers who have graduated from child development and other fields. The "Turkish Preschool Education Student Profile Questionnaire" developed by Erkan et al. (2001) was adapted by the authors to research the teacher profile. When the findings were examined, it was found that 86% of the teachers participated in educational activities, and these educational activities generally participated in in-service trainings, scientific conferences and cultural events belonging to the ministry; they usually participate in these activities whenever they have the opportunity; the reasons for participating in educational activities are usually due to the lack of time and family situations; It has been determined that the hobbies of teachers are reading books, music, movies, theater and social media. In addition, it was determined that most of the teachers willingly chose pre-school education, as the reason for this, they generally showed that they love children and love to teach. Teachers stated that they volunteered to be a preschool teacher and that they love and care about children. The findings are discussed in the light of the relevant literature. Then recommendations are given.

Anahtar Kelimeler

early childhood education, early childhood teacher, profile

Kaynakça

• Abazaoğlu, İ., & Yıldızhan, Y. (2012). Fizik Öğretmeni Profili [Physics Teacher Profile]. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, June 27-30, Niğde, Türkiye.
• Abazaoğlu, İ., Yıldızhan, Y. & Yıldırım, O. (2012). Öğretmen profili [Teacher Profile]. III. Eğitim Yönetim Formu (EYFOR-3), October 12-13, Nevşehir, Türkiye.
• Aladağ,C. (2003). Ortaöğretimde Coğrafya öğretmeni profili ve öğretmen görüşleri ışığında müfredat değerlendirmesi (Konya İli Örneği) [Curriculum evaluation in secondary education in the light of the Geography teacher profile and teacher views- Konya sample]. (Unpublished PhD Thesis), Selçuk University, Institute of Social Sciences, Konya, Türkiye.
• Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning, 20(2), 301-318.
• Büyüköztürk, Ş. (2005). Anket geliştirme [Survey development]. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
• Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148-157.
• Çetin, B. (2012). Analysis of elementary school pre-service teachers for several variables. İlköğretim Online, 11(3), 596-610.
• Çevik,O. & Yiğit,S. (2009). Eğitim fakültesi öğrencilerinin profillerinin belirlenmesi – Amasya üniversitesi örneği [Determining the profiles of education faculty students - Amasya University sample]. C.Ü. Sosyal Bilimler Dergisi, 33(1), 89-106.
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mc Grawall Hill.
• Erkan, S., Tuğrul, B., Üstün, E., Akman, B., & Şendoğdu, M. (2002). Okul öncesi öğretmenliği öğrencilerine ait Türkiye profil araştırması [Turkish prfile research of preschool student teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 108-116.
• Erkuş, A. (2010). Psikometrik terimlerin Türkçe karşılıklarının anlamları ile yapılan işlemlerin uyuşmazlığı [Conflict between the meanings of the Turkish equivalents of psychometric terms and the transactions performed]. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(2), 72-77.
• Ferrández-Berrueco, R., & Sánchez-Tarazaga, L. (2014). Teaching competences in Secondary Education. Analysis of teachers' profiles. Relieve, 20(1), 1-20.
• Fulton, K., & Britton, T. (2011). STEM teachers in professional learning communities: From good teachers to great teaching. National Commission on Teaching and America's Future.
• Karakütük, K., Tunç, B., Bülbül, T. & Özdem, G. (2008). Eğitim fakültelerinin öğretim elemanı profili [Profile of faculty members of education faculties]. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayını.
• Kızılçaoğlu, A. (2003). Necatibey eğitim fakültesi sosyal bilgiler öğretmeni adaylarının profili [Necatibey faculty of education social studies teacher candidates profile] Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(19), 87-104.
• Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148.
• MEB (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession].http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
• Mercan Uzun, E., Akman, B., Akgul, E.& Yazıcı, D. (2017). Türkiye’de okul öncesi eğitim alanında öğrenim yapmakta olan üniversiteler ve bu üniversitelerdeki akademisyen profillerinin incelenmesi [Examination of universities and the academic profile of these universities is to make education in the field of preschool education in Turkey] V. Uluslararası Okul Öncesi Eğitimi Kongresi, October 18-21, Ankara, Türkiye.
• Orhan, F.& Akkoyunlu, B. (2003). Bilgisayar ve öğretim teknolojileri eğitimi (BÖTE) bölümü öğrencilerinin bilgisayar kullanma öz yeterlik inancı ile demografik özellikleri arasındaki ilişki [The relationship between computer use self-efficacy beliefs and demographic characteristics of computer and instructional technology education (CITE) students]The Turkish Online Journal of EducationalTechnology, 2(3), 1-11.
• Scheerens, J. (2014). Evidence based educational policy and practice: The case of applying the educational effectiveness knowledge base. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9), 83-99.
• Su, Z. (1996). Why teach: Profiles and entry perspectives of minority students as becoming teachers. Journal of Research and Development in education, 29, 117-133.
• Tufan, S. (2006). Okul öncesi müzik öğretmeni profili [Preschool music teacher profile]. Ulusal Müzik Eğitimi Sempozyumu, April 26- 28, Denizli, Türkiye.
• Warwas, J., & Helm, C. (2018). Professional learning communities among vocational school teachers: Profiles and relations with instructional quality. Teaching and Teacher Education, 73, 43-55.