Davranış Düzenleme Becerilerini Destekleyen Öğretmen Eğitimi Programına Yönelik Öğretmenlerin Görüşlerinin ve Uygulamalarının İncelenmesi

Abstract

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.