Okul Öncesi Öğretmenlerinin Sesbilgisel Farkındalık Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler

Bu çalışmada okul öncesi öğretmenlerin sesbilgisel farkındalık kavramına yönelik bilgi düzeylerinin belirlenmesi ile sesbilgisel farkındalık becerilerin çocuklara kazandırılmasında kullandıkları sınıf içi etkinlikler incelenmiştir. Verilerin elde edilmesinde araştırmacı tarafından oluşturulan ve 7 açık uçlu sorudan oluşan“öğretmenlerin sesbilgisel farkındalık becerileri ile ilgili bilgilerini ve sınıf içi uygulamalarını belirlemeye yönelik görüşme formu” kullanılmış ve veriler görüşmeye dayalı olarak toplanmıştır.18 okul öncesi eğitim öğretmeninden veriler toplanmış ve nitel araştırma yöntemlerinden içerik analizi kullanılarak bulgular elde edilmiştir. Elde edilen bulgular nitel araştırma yöntemlerinden görüşmeye dayalı tümevarım analiz modelinde tasarlanmış ve analiz edilmiştir. Elde edilen bulgulara bakıldığında araştırmaya katılan 18 okul öncesi öğretmenin tamamının sesbilgisel farkındalık kavramının adını bilmedikleri, ayrıca 18 okul öncesi öğretmenin bu kavrama ait becerileri ve bu becerilerin gelişimlerini bilmedikleri tespit edilmiştir. 4 okul öncesi öğretmenin ise sesbilgisel farkındalık becerilerine yönelik etkinlik hazırladıkları fakat hiçbir okul öncesi öğretmenin sesbilgisel farkındalık becerileri edinim sürecine ilişkin çocuklara değerlendirilme yapmadıkları tespit edilmiştir. Tartışmada okul öncesi öğretmenlerden elde edilen bulgular ayrıntıları ile ele alınmıştır.

The Knowledge Levels of Pre-School Teachers about the Concept of Phonological Awareness and Classroom Activities

This study aimed to determine the knowledge levels of preschool teachers regarding the concept of phonological awareness and to examine the in-class activities they use for the acquisition of phonological awareness skills by children. To obtain the data, “the interview form for determining the knowledge of teachers regarding phonological awareness skills and their in-class practices,” which was created by the researcher and consisted of 7 open-ended questions, was used, and the data were collected on the basis of the interviews. The data were collected from 18 preschool teachers, and the findings were obtained through the content analysis, which is one of the qualitative research methods. The findings obtained were designed and analyzed in the interview-based inductive analysis model, one of the qualitative research methods. When the findings were reviewed, it was found out that none of the 18 preschool teachers, who participated in the study, knew the name of the phonological awareness concept; moreover, these 18 preschool teachers did not know about the skills related to this concept and the development of these skills. It was determined that four preschool teachers prepared activities for phonological awareness skills; however, no preschool teachers made evaluations on children with respect to the acquisition process of phonological awareness skills. In the discussion section, the findings obtained from preschool teachers are addressed in detail.

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