Supporting Teachers' Professional Development: Examining the Opinions of Pre-School Teachers Attending Courses in an Undergraduate Program = Ögretmenlerin mesleki gelisiminin desteklenmesi: Lisans programindaki derslere katilan okul öncesi ögretmenlerinin görüslerinin incelenmesi

Autor/inn/en	Toran, Mehmet; Yagan Güder, Sevcan
Titel	Supporting Teachers' Professional Development: Examining the Opinions of Pre-School Teachers Attending Courses in an Undergraduate Program = Ögretmenlerin mesleki gelisiminin desteklenmesi: Lisans programindaki derslere katilan okul öncesi ögretmenlerinin görüslerinin incelenmesi
Quelle	In: Pegem Journal of Education and Instruction, 10 (2020) 3, S.809-868 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Toran, Mehmet) ORCID (Yagan Güder, Sevcan)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Professional Development; Preschool Teachers; Teacher Attitudes; Undergraduate Study; Inservice Teacher Education; Program Effectiveness; Educational Needs; Teacher Competencies; Program Length; Open Education; Special Education; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Grundstudium; Lehrerfortbildung; Educational need; Bildungsbedarf; Lehrkunst; Offene Erziehung; Offener Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland
Abstract	This study aimed to determine the opinions of preschool teachers about courses they attended in a preschool undergraduate program in order to support their professional development. The case study, one of the qualitative research designs, was adopted in the study. Two sampling strategies, snowball and criterion sampling, were used for the determination of participants. 26 teachers from 6 different preschools voluntarily participated in the research. The data were collected through semi-structured interviews carried out in two steps; before and after participating in the courses in the preschool undergraduate program. Descriptive analysis was employed in the analysis of the data. Results revealed that preschool teachers put into practice in-service program outputs tailored to their needs and in line with their professional development needs and made suggestions so that in-service training programs to be designed for their professional development can be more effective. In conclusion, the preschool teachers were found to need alternative in-service training programs. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01