Views of Preschool Teachers on Using Out-of-School Learning Environments in Preschool Education

Autor/in	Uludag, Gonca
Titel	Views of Preschool Teachers on Using Out-of-School Learning Environments in Preschool Education
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 2, S.1225-1249 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Uludag, Gonca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Preschool Teachers; Teacher Attitudes; Educational Environment; Physical Environment; Informal Education; Nonformal Education; Outdoor Education; Field Trips; Science Activities; Preschool Children; Social Development; Emotional Development; Cognitive Development; Child Safety; Barriers; Teacher Competencies; Self Efficacy; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Freiluftunterricht; Exkursion; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Ausland
Abstract	The aim of research was to reveal the views of preschool teachers on using out-of-school learning environments in preschool education. It was a qualitative research conducted by phenomenological method and eleven preschool teachers from Turkey were included in it. The research data was obtained by interview and the interview form prepared by the researcher was used in the interviews. The data was analyzed by using descriptive and content analysis techniques. The findings revealed that preschool teachers described the out-of-school learning concept in compliance with the literature as the 'learning performed anywhere out of classroom/school'. It was considered that out-of-school learning environments had advantages for children in developmental, cognitive and social-emotional terms and for teachers in terms of education processes, vocational and personal development. However, these environments had disadvantages for children in safety, social-emotional, development and in environment-related terms and for teachers in process-related and social-emotional terms. The teachers stated that environment, parent, teacher-based problems and safety problems were experienced in the activities performed in these environments. It was determined that the teachers mostly did not consider themselves competitive in conducting activities in these environments due to the lack of knowledge and experience. In the research, some recommendations were made based on the results. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01