ABSTRACT

This study examined kindergarten teacher students’ images of teacher, of children, and kindergarten at the beginning of kindergarten teacher education in 1992, 2008, 2013, and 2017. Theoretical examination of images and studies of teachers’ images formed the basis of this study. 156 students participated in the study voluntarily. Data was collected through drawings and open-ended questions. The analysis was performed by content analysis. The coding tool developed for this purpose was used as an aid. The teacher students’ images of themselves as teachers and of children were mainly similar and emphasized teachers’ and children’s social and emotional qualities. Students had traditional and stereotypical images of the qualities of teachers, children, and kindergarten. Differences between groups emerged in the children students wanted to work with, in pedagogy and the physical environment. The teacher educators should encourage students to critically examine their traditional and stereotypical images in different phases of their studies.

摘要

这项研究在1992年，2008年，2013年和2017年开始进行幼儿园教师教育时，对幼儿园教师学生的教师，儿童和幼儿园的图像进行了研究。图像的理论检验和教师图像研究构成了这项研究的基础。156名学生自愿参加了这项研究。数据是通过图纸和开放式问题收集的。通过内容分析进行分析。为此目的开发的编码工具被用作辅助工具。师生对自己的教师形象和孩子的形象主要相似，并强调了老师和孩子的社交和情感素养。学生们对老师，儿童和幼儿园的素质有传统和陈规定型的印象。小组之间的差异出现在学生想要与之共处的孩子中，在教学法和物理环境中。教师教育者应鼓励学生在学习的不同阶段批判性地检查他们的传统和定型形象。