Examination of Teachers' Views on Out-of-School Learning Environments

Perihan Tuğba Şeker; Özge Savaş

Makale detayları

Examination of Teachers' Views on Out-of-School Learning Environments

Yazarlar:

Perihan Tuğba Şeker | Özge Savaş

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 1, pp.64-83

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283347

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 This research was planned to determine the awareness of preschool teachers about out-of-school learning environments, to determine the contribution of out-of-school learning environments to childrens development and education program from the perspective of teachers, and to determine their adequacy in the framework of family participation-school administration-pedagogical education. The research was designed in a qualitative pattern in order to examine the views of preschool teachers on the subject in depth. The research data were collected with a semi-structured interview form, one of the qualitative research methods, with 20 preschool teachers selected by criterion sampling method. The data obtained from the research were analyzed by dividing into codes and categories. In the study, while preschool teachers defined out-of-school learning environments as environmental or informal learning areas outside the school and classroom; They gave examples of out-of-school learning environments such as libraries, museums and zoos. According to the preschool teachers who were the participants of the study, it was seen that out-of-school learning environments supported the development of childrens skills such as problem-solving skills, self-care skills, muscle development and focusing. On the basis of the education program, they stated that out-of-school learning environments contributed positively to the concept development of children. Preschool teachers stated that they should work on the use of out-of-school learning environments by showing active participation and volunteerism in cooperation with family participation and school administration.

 This research was planned to determine the awareness of preschool teachers about out-of-school learning environments, to determine the contribution of out-of-school learning environments to childrens development and education program from the perspective of teachers, and to determine their adequacy in the framework of family participation-school administration-pedagogical education. The research was designed in a qualitative pattern in order to examine the views of preschool teachers on the subject in depth. The research data were collected with a semi-structured interview form, one of the qualitative research methods, with 20 preschool teachers selected by criterion sampling method. The data obtained from the research were analyzed by dividing into codes and categories. In the study, while preschool teachers defined out-of-school learning environments as environmental or informal learning areas outside the school and classroom; They gave examples of out-of-school learning environments such as libraries, museums and zoos. According to the preschool teachers who were the participants of the study, it was seen that out-of-school learning environments supported the development of childrens skills such as problem-solving skills, self-care skills, muscle development and focusing. On the basis of the education program, they stated that out-of-school learning environments contributed positively to the concept development of children. Preschool teachers stated that they should work on the use of out-of-school learning environments by showing active participation and volunteerism in cooperation with family participation and school administration.

 This research was planned to determine the awareness of preschool teachers about out-of-school learning environments, to determine the contribution of out-of-school learning environments to childrens development and education program from the perspective of teachers, and to determine their adequacy in the framework of family participation-school administration-pedagogical education. The research was designed in a qualitative pattern in order to examine the views of preschool teachers on the subject in depth. The research data were collected with a semi-structured interview form, one of the qualitative research methods, with 20 preschool teachers selected by criterion sampling method. The data obtained from the research were analyzed by dividing into codes and categories. In the study, while preschool teachers defined out-of-school learning environments as environmental or informal learning areas outside the school and classroom; They gave examples of out-of-school learning environments such as libraries, museums and zoos. According to the preschool teachers who were the participants of the study, it was seen that out-of-school learning environments supported the development of childrens skills such as problem-solving skills, self-care skills, muscle development and focusing. On the basis of the education program, they stated that out-of-school learning environments contributed positively to the concept development of children. Preschool teachers stated that they should work on the use of out-of-school learning environments by showing active participation and volunteerism in cooperation with family participation and school administration.

 Bu araştırma okul öncesi öğretmenlerinin okul dışı öğrenme ortamlarına ilişkin farkındalıklarını belirlemek, öğretmenlerin perspektifiyle öğretim programının okul dışındaki öğrenme ortamlarına nasıl yansıdığını açıklamak, çocukların gelişiminde aile katılımı, okul idaresi ve pedagojinin rolünü belirlemek için yapılmıştır. Araştırma okul öncesi öğretmenlerinin konuya ilişkin görüşlerini derinlemesine inceleyebilmek adına nitel araştırma desenlerinden olan olgubilim deseniyle yürütülmüştür. Araştırma verileri ölçüt örneklem yöntemiyle seçilen 20 okul öncesi öğretmeni ile nitel araştırma yöntemlerinden yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmadan elde edilen veriler kod ve kategorilere ayrılarak analiz edilmiştir. Araştırmada okul öncesi öğretmenleri okul dışı öğrenme ortamlarını okul ve sınıf dışında bulunan çevre veya informal öğrenme alanları olarak tanımlamış; okul dışı öğrenme ortamlarına kütüphane, müze, hayvanat bahçesi gibi alanları örnek vermiştir. Araştırmanın katılımcılarını oluşturan okul öncesi öğretmenlerine göre okul dışı öğrenme ortamlarının çocukların problem çözme becerisi, öz bakım becerisi, kas gelişimi ve odaklanma gibi becerilerinin gelişimini desteklediği görülmüştür. Eğitim programı bazında bakıldığında okul öncesi öğretmenleri okul dışı öğrenme ortamlarının çocukların kavram gelişimine olumlu katkı sağladığını belirtmişlerdir. Okul öncesi öğretmenleri okul dışı öğrenme ortamlarının kullanımı konusunda aile katılımı ve okul idaresinin iş birliği içerisinde etkin katılım ve gönüllülük esasına bağlı olarak çalışmaları gerektiği şeklinde görüşlerini belirtmişlerdir.

Makale detayları

Examination of Teachers' Views on Out-of-School Learning Environments

Yazarlar:

Perihan Tuğba Şeker | Özge Savaş

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 1, pp.64-83

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283347

pISSN:

2602-2249

Preschool education

preschool teacher

out of school learning

out-of-school learning environment

okul dışı öğrenme ortamı

Okul öncesi eğitim

okul öncesi öğretmeni

okul dışı öğrenme

Sayı

Makale detayları

Yazarlar: Perihan Tuğba Şeker | Özge Savaş

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.7 Issue 1, pp.64-83

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001283347

pISSN: 2602-2249

Sayı

Yazarlar:

Perihan Tuğba Şeker | Özge Savaş

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 1, pp.64-83

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283347

pISSN:

2602-2249