Davranış Düzenleme Becerilerini Destekleyen Öğretmen Eğitimi Programına Yönelik Öğretmenlerin Görüşlerinin ve Uygulamalarının İncelenmesi
Özet
Research reveals that preschool teachers' classroom practices affect children'sills. The
purpose of this research is to examine the pre- and post-implementation opinions of
preschool teachers within the scope of the "Teacher Training Supporting Behavior
Regulation Skills" program developed within the scope of the study and the experiences
they gained through the implementation of the program in their classrooms. Case study,
one of the qualitative research methods, was adopted in the research. The study group of
the research consists of 3 preschool teachers working in Kayseri, selected by purposeful
sampling. In the research, interview form, observation form, vignette form, portfolio file,
researcher diaries and application reliability form, reflective report and poster were used as
data collection tools before, during and after the application. The data obtained was
organized and content analysis was performed. After the implementation of the Teacher
Training Program Supporting Behavior Regulation Skills, there have been discursive
changes in the views of preschool teachers regarding self-regulation and behavior
regulation skills. In their opinions after the application, it was observed that they made more
detailed definitions and used metadiscourse compared to before the application. During the
implementation process, teachers made positive changes regarding the physical
arrangement of the classroom and showed positive changes in their in-class practices
regarding determining the rules, planning the time to start the day, and implementing the
game planning model. It was observed that they had difficulties in the practices related to
the use of symbols, classroom routines, communication and family education.
