2012

Türkiye’deki Okul Öncesi Eğitim Programı Güncellemesi: Öğretmenlerin Güncelleme Hakkındaki İlk Görüşleri Nelerdir?

Okul öncesi eğitim programı öğretmenin, çocukların gelişimlerini ve öğrenmelerini desteklemesi için amaçlarbelirlemesine, etkinlikler planlamasına ve uygulamasına olanak tanıyan ortak bir yapının oluşturulmasını sağlar.Gelişmiş ve gelişmekte olan ülkeler tarafından erken çocukluk eğitiminin iyileştirilmesi için okul öncesi eğitimprogramının geliştirilmesi önemli bir adım olarak kabul edilmiş ve artık program temelli okul öncesi eğitim birçokülkede yaygın olarak uygulanmaktadır. Eğitimle ilgili değişim sürecinde öğretmenlerin düşündükleri ve yaptıklarıönemlidir. Bir eğitim programı değiştiğinde değişimin etkililiği öğretmenlerin değişimi nasıl algıladığı ve nasıldeğerlendirdiğinden etkilenir. Bu çalışmada, öğretmen görüşlerine göre, güncellenmiş okul öncesi eğitimprogramında nelerin değiştiğinin ve programın çeşitli boyutlarındaki bu değişiklikleri öğretmenlerin nasılalgıladıklarının incelenmesi amaçlanmıştır. Araştırmada nitel veri toplama tekniklerinden görüşme yöntemikullanılmıştır. Görüşmeler farklı resmi anaokullarında çalışan öğretmenlerle (n=17) yapılmıştır. Araştırmanınsonuçlarına göre öğretmenler programın amaç, süreç, değerlendirme, aile katılımı boyutlarında değişikliklerolduğunu belirtmişler ve bu değişiklikleri olumlu, olumsuz ve önemsiz şeklinde ifade etmişlerdir. Elde edilen veriler,Türkiye’deki okul öncesi eğitim uygulamaları ve politikaları için önemli bulgular içermektedir.

The Preschool Curriculum Revision in Turkey: What are Teachers’ Initial Opinions of The Revisions?

The curriculum enables the creation of a common structure allowing the teacher to support children’s development and learning, to plan and implement their teaching and determine the objectives. The development of the preschool curriculum has been an important step accepted by both developed and developing countries in order to improve ECE, and curriculum-based early childhood education is now seen as important and is widely practiced in many countries. Teachers’ thinking and doing are important on the educational change process. When a curriculum is changed, its effectiveness is influenced by how educators perceive and evaluate change. This study aimed to investigate what, according to teachers, has changed in the revised preschool curriculum, and how teachers perceive these changes based on various dimensions of the curriculum. The interview method, which is qualitative data collection method, was used in the study. The interviews were carried out with in-service teachers (n=17) working in different public preschools. The results show that the teachers stated that changes were made in the revised curriculum under the dimensions of “aim”, “process”, “assessment”, and “parent involvement” and teachers considered these changes in the revised curriculum to be positive, negative, and unimportant. The current findings have important implications for preschool practice and policy in Turkey.

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