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Abstract


PRE-SCHOOL CONCEPT AND WORD KNOWLEDGE LEVELS OF PRE-SERVICE PRE-SCHOOL TEACHERS

Since preschool teacher candidates are role-models for children aged 0-6, vocabulary and concept knowledge acquisition and levels should be checked and their deficiencies should be eliminated. Within the scope of the language and speech disorders course, It is aimed to identify the pre-school teachers’ level of learning the concept expressions which they have learned during their university education in the ÖABT books and learning the concept expressions based on the sample definitions given.

The case study method has been used in the study carried out within the scope of the “Language and Speech Disorders” course in the 2018-2019 academic year. The sample of the study consists of 110 pre-service teachers who study in the last year of Ağrı İbrahim Çeçen University Preschool teaching program. The semi-structured questionnaire, in which 12 statements have been given and intended to find the concept that it met, has been prepared by the researcher to reveal how teacher candidates in the sample understand the theoretical expressions and to determine their education levels. The answers given by teacher candidates to the relevant sentences have been evaluated using a descriptive analysis method according to the categories of “comprehension”, “limited comprehension”, “misunderstanding”, “not answered”. Also, the basic words in pre-school education have been determined from the ÖABT books and a form of 42 words has been created, in which teacher candidates are expected to know their meanings. At the end of the forms, 1 open-ended question has been asked pre-service teachers for their self-assessment. The data obtained have been analyzed and tables containing percent and frequency values have been prepared.

It has been concluded that pre-school pre-service teachers have a positive attitude towards concepts and words, yet they don’t have enough acquisition in making sense of words. As a result of the study, it has been determined that the concept of learning and teaching should be made permanent and more functional; it has also been determined that the candidate teachers have experienced concept confusion, have confused development periods, and cannot remember the concept names given without options. It is also concluded that the candidates do not have sufficient knowledge about the basic words and concepts of preschool education, since sufficient feedback cannot be obtained from the given definitions and words.



Keywords

Preschool, ÖABT, vocabulary, notional information


Kaynakça

Özcan, M. F. (2020). Okul öncesi öğretmeni adaylarının okul öncesi eğitimine ait kavram ve terimleri bilme düzeyleri. BUGU Dil ve Eğitim Dergisi, 1(2), 197-215.


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