Çocuğu Tanıma Ve Değerlendirme Eğitimi Ve Uygulamaları Üzerine Bir Araştırma

Year 2023, , 326 - 344, 10.09.2023

Tuğba Akgök Karaca , Belkıs Tekmen

https://doi.org/10.19126/suje.1301435

Abstract

Bu araştırmanın amacı okul öncesi öğretmen adaylarının ve öğretim elemanlarının görüşlerinden yola çıkarak erken çocukluk eğitimi için temel konulardan biri olan çocuğu tanıma ve değerlendirmenin yeri, önemi, gerekliliği, alandakilerin yeterliliği ve uygulamaları noktasında bütüncül bir bakış açısına ulaşmaktır. Katılımcıları, Ankara ilinde yer alan altı üniversitede çocuğu tanıma ve değerlendirme dersini almış olan 142 okul öncesi öğretmen adayı ve bu üniversitelerde çocuğu tanıma ve değerlendirme dersini yürütmekte olan altı öğretim elemanı oluşturmaktadır. Araştırmanın veri toplama sürecinde doküman analizi, yüz yüze görüşme ve yarı yapılandırılmış ve açık uçlu sorulardan oluşan uzaktan görüşme formları kullanılmıştır. Araştırma sonucunda okul öncesi eğitim paydaşlarının erken çocukluk döneminde çocuğu tanıma ve değerlendirme uygulamalarının kritik bir öneme sahip olduğu, lisans öğrenimindeki çocuğu tanıma ve değerlendirme dersindeki teorik bilgilerin uygulama çalışmaları ile koordine edilmesi gerektiği, hizmet öncesinde yapılabilecek iyileştirmelerin mezun olunduktan sonra sahadaki uygulamalara yansıyacağı ve buradan hareket ile okul öncesi öğretmen adaylarının çocuğu tanıma ve değerlendirme konusundaki yeterliklerini geliştirilmesi gereken noktalar vurgulanmıştır.

Keywords

okul öncesi eğitim, okul öncesi öğretmen yeterlilikleri, çocuğu tanıma teknikleri, erken çocukluk döneminde değerlendirme

A Research on The Education of Child Observation and Assessment

Abstract

Child observation and assessment are deemed as some of the key issues in the field. The objective of this research is to depict a holistic perspective on the significance, necessity, and competency of those training for child observation and assessment, based on the experiences and recommendations of preschool teacher candidates and instructors of the course in the preschool teacher education programs. The participants are comprised of 142 preschool teacher candidates who have taken the child observation and assessment course in six universities in the same province and six instructors responsible for the child observation and assessment course in these universities. A variety of instruments were utilized to gather data, including document analysis, face-to-face interviews, online questionnaire forms including both open-ended, and close-ended questions in this qualitative descriptive study. The findings led to the conclusion that the practices of those involved in preschool education for observing and assessing young children are crucial. The practice and theoretical knowledge base should be aligned when teaching undergraduate students about child observation and assessment. After graduation, field practices will reflect the improvements that are made on undergraduate courses. The significance of raising their awareness of assessment was emphasized in order to close the gaps in the assessment practices of preschool candidates.

Keywords

child observation techniques, preschool education, preschool teacher education, preschool teacher candidates, assessment in early childhood education, evaluation in early childood education

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