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An Examination of Turkish Early Childhood Teachers’ Challenges in Implementing Pedagogical Documentation
Early Childhood Education Journal ( IF 1.656 ) Pub Date : 2020-09-24 , DOI: 10.1007/s10643-020-01113-w
Arif Yılmaz , Figen Şahin , Mehmet Buldu , Ayça Ülker Erdem , Fulya Ezmeci , Berrin Somer Ölmez , Emine Hande Aydos , Elif Buldu , Hazal Begüm Ünal , Selda Aras , Metehan Buldu , Esra Akgül

This study examined the challenges of pedagogical documentation from the perspectives of Turkish early childhood teachers. Pedagogical documentation was initially introduced as a teaching, learning, and assessment tool in early childhood education settings in Turkey through a three-year project. A total of 22 early childhood teachers working in a variety of early childhood programs participated in the study. Data were gathered via semi-structured and focus group interviews at the end of an intervention on the use of pedagogical documentation. The data analysis was based on an inductive approach, revealing that teachers encountered functional and attitudinal challenges in implementing pedagogical documentation. Three major themes or challenges emerged in this study: (a) challenges originating from contextual elements, (b) challenges originating from the nature of pedagogical documentation, and (c) challenges related to the adaptations of teachers to the pedagogical documentation process. The findings underline the need to transform teachers’ perspectives so that they are more amenable to child-centered practices while acknowledging the importance of collaboration with all stakeholders. In-service and pre-service training should be planned to support teachers’ understanding of pedagogical documentation and to ensure that teachers employ the pedagogical documentation process in their own practices.



中文翻译:

土耳其幼儿教师在实施教学文件方面面临的挑战的检验

本研究从土耳其幼儿教师的角度审视了教学文件的挑战。通过一个为期三年的项目,教学文档最初是作为土耳其幼儿教育环境中的教学、学习和评估工具引入的。共有 22 名从事各种幼儿项目的幼儿教师参与了这项研究。在对教学文件使用的干预结束时,通过半结构化和焦点小组访谈收集数据。数据分析基于归纳方法,表明教师在实施教学文件时遇到了功能和态度上的挑战。本研究中出现了三个主要主题或挑战:(a) 源自背景要素的挑战,(b) 源于教学文件性质的挑战,以及 (c) 与教师适应教学文件过程有关的挑战。调查结果强调需要转变教师的观点,使他们更适应以儿童为中心的实践,同时承认与所有利益相关者合作的重要性。应计划在职和职前培训,以支持教师对教学文件的理解,并确保教师在他们自己的实践中使用教学文件过程。调查结果强调需要转变教师的观点,使他们更适应以儿童为中心的实践,同时承认与所有利益相关者合作的重要性。应计划在职和职前培训,以支持教师对教学文件的理解,并确保教师在他们自己的实践中使用教学文件过程。调查结果强调需要转变教师的观点,使他们更适应以儿童为中心的实践,同时承认与所有利益相关者合作的重要性。应计划在职和职前培训,以支持教师对教学文件的理解,并确保教师在他们自己的实践中使用教学文件过程。

更新日期:2020-09-24
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