OKUL ÖNCESİ ÖĞRETMENLERİNİN OKUL DIŞI ÖĞRENME ORTAMLARINI KULLANMA ÖZYETERLİKLERİNİN GÜÇLENDİRİLMESİ: MÜZE EĞİTİMİ PROGRAMI

Abstract

This research aims to strengthen preschool teachers' self efficacy in using out-of-school learning environments (OSLE) through a museum education program. Therefore, it is planned to increase preschool teachers' self efficacy beliefs regarding the use of OSLE, to support their usage skills by increasing their knowledge level in this area, and to encourage their frequent use of OSLE. In the first stage, a museum education program was developed, and in the second stage, efforts were made to support the teachers' skills in using out-of-school learning environments. The research method is a quasi-experimental design using a convergent mixed model. Participants in this research were determined using purposive criterion sampling. Quantitative data were collected through pre-test-post-test measurements using the OSE Self Efficacy Scale, while qualitative data were collected through semi-structured interviews, teacher journals, and researcher observation. Quantitative data were analyzed using mixed ANOVA. Quantitative findings revealed that the program had a statistically significant effect with a large effect size on teachers' self-efficacy beliefs in OSLE, F(1,58)=119.506, p<.001, η²p=.673. Self-efficacy scores in the experimental group increased from 61.36±21.91 in the pre-test measurement to 118.70±8.60 in the post-test measurement; no significant change was observed in the control group. Qualitative findings revealed that teachers experienced four main problems before the program: insufficient preparation, difficulties in implementation and evaluation, limitations in supporting learning, and lack of knowledge and experience. After the program, comprehensive and positive changes were observed in the themes of preparation transformation, implementation-evaluation transformation, learning support transformation, knowledge-experience transformation, and the overall effect of the program. The mixed methods findings support each other and confirm the effectiveness of the program at both statistical and experiential levels. In conclusion, this museum education program, developed with both theoretical and practical content, is considered an effective professional development intervention for increasing preschool teachers' competencies in using out-of-school learning environments.