Examines The Cognitive Control and Flexibility and Reflective Thinking Skills of Preschool Teachers

Merve Temel; Emel Arslan

Makale detayları

Examines The Cognitive Control and Flexibility and Reflective Thinking Skills of Preschool Teachers

Yazarlar:

Merve Temel | Emel Arslan

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.609-620

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301779

pISSN:

2687-1750

Anahtar kelimeler:

Özet:

 The aim of this research is to answer question: Do preschool teachers reflective thinking skill scores significantly predict cognitive control and flexibility skill scores? This study, which examines the cognitive control and flexibility and reflective thinking skills of preschool teachers, was studied with the relational screening method that is one of the descriptive methods. The research group consists of 417 preschool teachers working in pre-school education institutions affiliated to the Ministry of National Education in the city centre of Konya in the 2020-2021 academic year. The sample group was determined by simple random sampling method. In the study, the General Information Form developed for demographic information of the participants by the researcher. The Cognitive Control and Flexibility Scale developed by Gabrys, Tabri, Anisman, and Matheson 2018 and adapted into Turkish context by Demirtaş 2019 was used to determine the cognitive flexibility levels of preschool teachers. In addition, to determine the reflective thinking levels of preschool teachers, the Questionnaire for Measuring the Reflective Thinking Skills of Teachers developed by Nancy Lynelle Burrows 2012 and adapted into Turkish context by Aykar 2019 was used. As a result of the study, a positive and significant relationship was found between preschool teachers cognitive control and flexibility skill scores and reflective thinking skill scores. Reflective thinking skill scores of preschool teachers were significantly predicting cognitive control and flexibility skill scores.

 The aim of this research is to answer question: Do preschool teachers reflective thinking skill scores significantly predict cognitive control and flexibility skill scores? This study, which examines the cognitive control and flexibility and reflective thinking skills of preschool teachers, was studied with the relational screening method that is one of the descriptive methods. The research group consists of 417 preschool teachers working in pre-school education institutions affiliated to the Ministry of National Education in the city centre of Konya in the 2020-2021 academic year. The sample group was determined by simple random sampling method. In the study, the General Information Form developed for demographic information of the participants by the researcher. The Cognitive Control and Flexibility Scale developed by Gabrys, Tabri, Anisman, and Matheson 2018 and adapted into Turkish context by Demirtaş 2019 was used to determine the cognitive flexibility levels of preschool teachers. In addition, to determine the reflective thinking levels of preschool teachers, the Questionnaire for Measuring the Reflective Thinking Skills of Teachers developed by Nancy Lynelle Burrows 2012 and adapted into Turkish context by Aykar 2019 was used. As a result of the study, a positive and significant relationship was found between preschool teachers cognitive control and flexibility skill scores and reflective thinking skill scores. Reflective thinking skill scores of preschool teachers were significantly predicting cognitive control and flexibility skill scores.

 The aim of this research is to answer question: Do preschool teachers reflective thinking skill scores significantly predict cognitive control and flexibility skill scores? This study, which examines the cognitive control and flexibility and reflective thinking skills of preschool teachers, was studied with the relational screening method that is one of the descriptive methods. The research group consists of 417 preschool teachers working in pre-school education institutions affiliated to the Ministry of National Education in the city centre of Konya in the 2020-2021 academic year. The sample group was determined by simple random sampling method. In the study, the General Information Form developed for demographic information of the participants by the researcher. The Cognitive Control and Flexibility Scale developed by Gabrys, Tabri, Anisman, and Matheson 2018 and adapted into Turkish context by Demirtaş 2019 was used to determine the cognitive flexibility levels of preschool teachers. In addition, to determine the reflective thinking levels of preschool teachers, the Questionnaire for Measuring the Reflective Thinking Skills of Teachers developed by Nancy Lynelle Burrows 2012 and adapted into Turkish context by Aykar 2019 was used. As a result of the study, a positive and significant relationship was found between preschool teachers cognitive control and flexibility skill scores and reflective thinking skill scores. Reflective thinking skill scores of preschool teachers were significantly predicting cognitive control and flexibility skill scores.

 Bu araştırmanın amacı okul öncesi öğretmenlerinin yansıtıcı düşünme beceriler puanları bilişsel kontrol ve esneklik becerileri puanlarını anlamlı düzeyde yordamakta mıdır? sorusuna cevap aramaktır. Okul öncesi öğretmenlerinin bilişsel kontrol ve esneklik ile yansıtıcı düşünme becerilerini inceleyen bu çalışma genel tarama modellerinden ilişkisel tarama modeli ile çalışılmıştır. Araştırmanın çalışma grubunu 2020-2021 öğretim yılında Konya il merkezinde Millî Eğitim Bakanlığına bağlı okul öncesi eğitim kurumlarında görev yapmakta olan ve basit seçkisiz örnekleme yöntemi ile belirlenen 417 okul öncesi öğretmeni oluşturmaktadır. Çalışmada araştırmacı tarafından hazırlanan ve okul öncesi öğretmenlerinin demografik bilgilerine ilişkin soruları içeren Genel Bilgi Formu uygulanmıştır. Okul öncesi öğretmenlerinin bilişsel esneklik düzeylerini belirlemek amacı ile Gabrys, Tabri, Anisman ve Matheson 2018 tarafından geliştirilen ve Türkçe ye uyarlanması Demirtaş 2019 tarafından yapılan Bilişsel Kontrol ve Esneklik Ölçeği kullanılmıştır. Ayrıca okul öncesi öğretmenlerinin yansıtıcı düşünme düzeylerini belirlemek amacıyla Nancy Lynelle Burrows 2012 tarafından geliştirilen ve Türkçe ye uyarlaması Aykar 2019 tarafından yapılmış olan Öğretmenlerin Yansıtıcı Düşünme Becerilerini Ölçme Anketi kullanılmıştır. Çalışma sonucunda okul öncesi öğretmenlerinin bilişsel kontrol ve esneklik beceri puan ortalamalarında ve yansıtıcı düşünme beceri puan ortalamalarında yaşlarına göre anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Okul öncesi öğretmenlerinin bilişsel kontrol ve esneklik beceri puanları ile yansıtıcı düşünme beceri puanları arasında pozitif yönde anlamlı bir ilişki saptanmıştır. Okul öncesi öğretmenlerinin yansıtıcı düşünme beceri puanlarının bilişsel kontrol ve esneklik beceri puanlarını anlamlı düzeyde yordadığı görülmüştür.

Makale detayları

Examines The Cognitive Control and Flexibility and Reflective Thinking Skills of Preschool Teachers

Yazarlar:

Merve Temel | Emel Arslan

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.609-620

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301779

pISSN:

2687-1750

Reflective Thinking

Cognitive Control

Flexibility

Preschool TeacherYansıtıcı Düşünme

Bilişsel Kontrol

Esneklik

Okul Öncesi Öğretmeni

Sayı

Makale detayları

Yazarlar: Merve Temel | Emel Arslan

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.609-620

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301779

pISSN: 2687-1750

Sayı

Yazarlar:

Merve Temel | Emel Arslan

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.609-620

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301779

pISSN:

2687-1750