Reflection of the Teacher Support Program for Child-Centered Practices on Preschool Teachers' Practices
Teacher Support Program for Child-Centered Practices
Abstract
This study aims to examine the effect of the teacher support program for child-centered practices on preschool teachers' child-centered practices. The mixed-method action research design study group consisted of 8 preschool teachers working in an independent preschool affiliated with the Ministry of National Education in the Konyaaltı district of Antalya province. The data were collected through an interview form, a child-centered education observation form, and a program evaluation form. The content analysis method analyzed the data obtained from the interview and program evaluation forms. Repeated measures ANOVA and Friedman two-way ANOVA were used to analyze the data obtained from the child-centered education observation form. As a result of the findings, it was found that the teacher support program for child-centered practices implemented for 12 weeks positively affected preschool teachers' child-centered practices. In the follow-up measurements made 4 weeks after the implementation, it was seen that the effect of the program continued. Teachers said they implemented the program by organizing learning centers, not using reward, punishment, and praise, and involving children in planning, implementing, evaluating, and managing the classroom. Teachers stated that the program benefited both themselves and the children in their classrooms.
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