Doğa Anaokulundaki Profesyonellerin Covıd19’a Yönelik Yansıtıcı Pedagojik Rolleri: Bir Eylem Araştırması

Yıl 2021, Cilt: 21 Sayı: 1, 62 - 71, 30.06.2021

Sharon Skehıll

Öz

Bu proje, Ocak 2021'de İrlanda'daki Covid-19 salgınının üçüncü dalgası sırasında bir doğa anaokulunda işe geri dönen personel ekibine bir destek süreci olarak başlatıldı. Yazar, hem ekip lideri hem de öğretmen arkadaşı olarak ortamda, bu projeyi, dış mekan ortamının kültürünün ülkedeki en kötü zirve sırasında işe dönüşe nasıl rehberlik ettiğini belirlemek için bir ekip oluşturma ve yansıtıcı egzersiz olarak koordine etti. Projenin amacı, uygulama üzerine derinlemesine düşünmek için bir alan yaratmak ve deneyimden ne öğrenilebileceğini düşünmekti. Bu nitel çalışma, pandemi sırasında öğretmenlerin deneyimleri ve işe dönme yansımaları ile ilgili dört açık uçlu sorudan oluşan bir anketin gönüllü olarak tamamlanmasını içeriyordu. Öğretmenlerin deneyimlerini belirlemek için yorumlayıcı bir fenomenolojik analiz benimsenmiş ve destek oturumları sırasında takip eden üye kontrolü, cevaplarına daha fazla derinlik kazandırmıştır. Eylem araştırması, çocuklarla uygulamada çalışan öğretmenlerin yaşanmış deneyimlerini rapor ettiği için açık havada öğrenmeyi ve oyunu teşvik etmek için bir savunucu olarak hizmet etme potansiyeline sahiptir. Yakın zamandaki İrlanda politikası ve finansmanı ilk yıllarda açık havada öğrenmeyi teşvik ederken, eyaletteki çeşitli erken öğrenme ve bakım ortamlarında kaliteli kapsayıcı uygulamanın nasıl uygulanacağına dair pratik rehberlik eksikliği vardır. Bu çalışma, Aistear (Ulusal Müfredat ve Değerlendirme Konseyi [NCCA] 2009) ulusal müfredat çerçevesi altında ortaya çıkan müfredatın açık havada nasıl uygulanabileceğini değerlendirmede yansıtıcı uygulamanın değerini göstermektedir.

Anahtar Kelimeler

eylem araştırması, doğa anaokulu, yansıtıcı uygulama, covid 19, profesyonel rol

An Action Research Project based on Teacher Reflections on their Pedagogical Practice in a Nature Preschool in the West of Ireland during Covid-19.

Öz

This project was initiated as a process of support for the staff team on their return to work in a nature preschool during the third wave of the Covid-19 pandemic in Ireland in January 2021. The author, as the team leader as well as fellow teacher in the setting, coordinated this project as a team-building and reflective exercise to ascertain how the ethos of the outdoor setting guided the return to work during the worst peak in Covid-19 in the country. The aim of the project was to create a space for reflection on practice and to consider what learning one could take from the experience. This qualitative study involved voluntary completion of a questionnaire with four open-ended questions regarding teachers’ experiences and reflections of returning to work during the pandemic. An interpretative phenomenological analysis was adopted to ascertain the experiences of the teachers, and follow-up member checking during support sessions provided more depth to their responses. Action research has the potential to serve as an advocate for promoting outdoor learning and play as it is reporting the lived experiences of teachers working in practice with children. While recent Irish policy and funding promote outdoor learning in the early years, there is a lack of practical guidance of how to implement quality inclusive practice in the variety of early learning and care settings in the state. This study demonstrates the value of reflective practice in considering how the emergent curriculum can be implemented in the outdoors under the national curriculum framework, Aistear (National Council for Curriculum and Assessment [NCCA] 2009).

Anahtar Kelimeler

action reserach, nature preschool, reflective practice, covid 19, professional role

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