Comparison of Preschool Teachers' Pedagogical Content Knowledge for Thinking Skills Education

Gulenay Kabil; Ali Yiğit Kutluca

Makale detayları

Comparison of Preschool Teachers' Pedagogical Content Knowledge for Thinking Skills Education

Yazarlar:

Gulenay Kabil | Ali Yiğit Kutluca

Yayıncı:

Ege University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 1, pp.39-58

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283919

pISSN:

1307-4474

Anahtar kelimeler:

Özet:

 The purpose of this study is to compare the pedagogical content knowledge PCK of preschool teachers who received philosophy educator training with children and who did not. A total of six preschool teachers from different seniorities and experiences participated in this case study. Personal Information Form, Teaching Activity Plan and PCK Interview Guide were used as data collection instrumentss in order to examine and compare the pedagogical content knowledge of participants about thinking skills education in depth. First, inductive content analysis was performed on the data obtained. Through the themes and concepts reached, PCKs of the participants who received and did not receive philosophy educator training with children were compared. Subsequently, PCK maps created with the help of in-depth direct PCK analysis and enumerative approach were compared. It has been revealed that teachers who have trainer education tend to use inquiry-based methods. On the other hand, it has been revealed that teachers who do not receive trainer training resort to teacher-centered methods. In addition, it has been found that PCK maps of teachers who receive philosophy educator training with children create a more balanced component interaction. Finally, teachers strongly influenced their knowledge of instructional orientation and student understanding.

 The purpose of this study is to compare the pedagogical content knowledge PCK of preschool teachers who received philosophy educator training with children and who did not. A total of six preschool teachers from different seniorities and experiences participated in this case study. Personal Information Form, Teaching Activity Plan and PCK Interview Guide were used as data collection instrumentss in order to examine and compare the pedagogical content knowledge of participants about thinking skills education in depth. First, inductive content analysis was performed on the data obtained. Through the themes and concepts reached, PCKs of the participants who received and did not receive philosophy educator training with children were compared. Subsequently, PCK maps created with the help of in-depth direct PCK analysis and enumerative approach were compared. It has been revealed that teachers who have trainer education tend to use inquiry-based methods. On the other hand, it has been revealed that teachers who do not receive trainer training resort to teacher-centered methods. In addition, it has been found that PCK maps of teachers who receive philosophy educator training with children create a more balanced component interaction. Finally, teachers strongly influenced their knowledge of instructional orientation and student understanding.

 The purpose of this study is to compare the pedagogical content knowledge PCK of preschool teachers who received philosophy educator training with children and who did not. A total of six preschool teachers from different seniorities and experiences participated in this case study. Personal Information Form, Teaching Activity Plan and PCK Interview Guide were used as data collection instrumentss in order to examine and compare the pedagogical content knowledge of participants about thinking skills education in depth. First, inductive content analysis was performed on the data obtained. Through the themes and concepts reached, PCKs of the participants who received and did not receive philosophy educator training with children were compared. Subsequently, PCK maps created with the help of in-depth direct PCK analysis and enumerative approach were compared. It has been revealed that teachers who have trainer education tend to use inquiry-based methods. On the other hand, it has been revealed that teachers who do not receive trainer training resort to teacher-centered methods. In addition, it has been found that PCK maps of teachers who receive philosophy educator training with children create a more balanced component interaction. Finally, teachers strongly influenced their knowledge of instructional orientation and student understanding.

 Bu çalışmanın amacı, çocuklarla felsefe eğitici eğitimi alan ve almayan okul öncesi öğretmenlerinin düşünme becerileri eğitimine yönelik pedagojik alan bilgilerini PAB karşılaştırılmasıdır. Durum çalışması desenindeki bu çalışmaya farklı kıdem ve deneyimlerden toplamda altı okul öncesi öğretmeni katılmıştır. Katılımcıların düşünme becerileri eğitimine yönelik pedagojik alan bilgilerini derinlemesine incelemek ve karşılaştırmak için katılımcılara Kişisel Bilgi Formu, Öğretim Etkinlik Planı ve PAB Görüşme Formu uygulanmıştır. Buradan elde edilen veriler üzerinde ilk olarak tümevarımsal içerik analizi yapılmıştır. Ulaşılan tema ve kavramlar aracılığıyla çocuklarla felsefe eğitici eğitimi alan ve almayan katılımcıların PABları karşılaştırılmıştır. Ardından derinlemesine doğrudan PAB analizi ve numaralandırma yaklaşımı yardımıyla oluşturulan PAB haritaları kıyaslanmıştır. Eğitici eğitimine sahip olan öğretmenlerin sorgulama temelli yöntemlere başvurma eğiliminde oldukları ortaya çıkmıştır. Diğer yandan eğitici eğitimi almayan öğretmenlerin ise öğretmen merkezli yöntemlere başvurdukları ortaya çıkmıştır. Ayrıca, çocuklarla felsefe eğitici eğitimi alan öğretmenlerin PAB haritalarının daha dengeli bir bileşen etkileşimi oluşturdukları bulgulanmıştır. Sonuç olarak öğretmenler öğretim oryantasyonu ve öğrenci anlayışları bilgilerini kuvvetli olarak etkileştirmişlerdir.

Makale detayları

Comparison of Preschool Teachers' Pedagogical Content Knowledge for Thinking Skills Education

Yazarlar:

Gulenay Kabil | Ali Yiğit Kutluca

Yayıncı:

Ege University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 1, pp.39-58

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283919

pISSN:

1307-4474

Preschool education

Philosophy with children

Thinking skills education

Pedogogical content knowledge

Okul öncesi eğitim

Çocuklarla felsefe

Düşünme becerileri eğitimi

Pedagojik alan bilgisi

Sayı

Makale detayları

Yazarlar: Gulenay Kabil | Ali Yiğit Kutluca

Yayıncı: Ege University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ege Eğitim Dergisi Vol.24 Issue 1, pp.39-58

Belge Tipi: Makale

Yayın Tarihi: 3/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001283919

pISSN: 1307-4474

Sayı

Yazarlar:

Gulenay Kabil | Ali Yiğit Kutluca

Yayıncı:

Ege University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 1, pp.39-58

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283919

pISSN:

1307-4474