ERIC Number: EJ1105859
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices
Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.
Early Child Development and Care, v186 n8 p1185-1202 2016
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the physical environment of the classroom, instructional activities, relationships, behaviour management, assessment, and parental involvement were partially consistent with it. Congruence between beliefs and practices in the sphere of child-centred education was strongest with respect to developmental domains and less strong in the other areas studied.
Descriptors: Preschool Teachers, Student Teacher Attitudes, Beliefs, Student Centered Learning, Educational Practices, Theory Practice Relationship, Semi Structured Interviews, Females, Foreign Countries, Educational Environment, Physical Environment, Learning Activities, Teaching Methods, Teacher Student Relationship, Classroom Techniques, Behavior Modification, Student Evaluation, Parent Participation, Teacher Student Ratio, Phenomenology, Teacher Role
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Grant or Contract Numbers: N/A