Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices

Autor/inn/en	Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.
Titel	Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices
Quelle	In: Early Child Development and Care, 186 (2016) 8, S.1185-1202 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1081185
Schlagwörter	Preschool Teachers; Student Teacher Attitudes; Beliefs; Student Centered Learning; Educational Practices; Theory Practice Relationship; Semi Structured Interviews; Females; Foreign Countries; Educational Environment; Physical Environment; Learning Activities; Teaching Methods; Teacher Student Relationship; Classroom Techniques; Behavior Modification; Student Evaluation; Parent Participation; Teacher Student Ratio; Phenomenology; Teacher Role; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Belief; Glaube; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungspraxis; Theorie-Praxis-Beziehung; Weibliches Geschlecht; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Behaviour modification; Verhaltensänderung; Schulnote; Studentische Bewertung; Elternmitwirkung; Lehrer-Schüler-Relation; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerrolle
Abstract	This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the physical environment of the classroom, instructional activities, relationships, behaviour management, assessment, and parental involvement were partially consistent with it. Congruence between beliefs and practices in the sphere of child-centred education was strongest with respect to developmental domains and less strong in the other areas studied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01