Okul öncesi eğitimde yardımcı öğretmenlik mesleği
Anahtar Kelimeler:
Yardımcı öğretmenlik, Okul öncesi eğitim, AnaokulÖzet
Okul öncesi öğretmenliği, diğer meslek grupları gibi, profesyonel bir meslektir. Yardımcı öğretmenlik de eğitim öğretim faaliyetlerinde öğretmene destek sağlayacak profesyonel bir meslek olarak ele alınmalıdır. Ülkemizdeki okul öncesi kurumlarında yardımcı öğretmenlik uygulamalarının çok fazla olmaması ve resmi ana okullarda kanunen zorunluluğun bulunmamasından dolayı yardımcı öğretmenlikle ilgili yapılan çalışmaların çok az olduğu görülmektedir. Bu nedenle de makalede, yardımcı öğretmenlikle ilgili ülkemizde yapılabilecek olası çalışmalara ışık tutması ve böyle bir mesleğin okul öncesi eğitim kurumlarında hizmet vermesi durumunda, yardımcı öğretmenlerin görev ve sorumlulukları, öğretmen ile yardımcı öğretmen arasındaki ilişki ve bunun eğitim ortamına etkileri, yardımcı öğretmenin eğitim düzeyi, öğretmen-çocuk oranı, yardımcı öğretmenin denetimi ve değerlendirilmesi konularında literatür ışığında bilgi verilmeye çalışılmıştır.
Referanslar
Arizona Department of Health Services. (2010). Bureau Of Child Care Licensing Arizona Administrative Code And Arizona Revised Statutes For Child Care Facilities. http://www.azdhs.gov/licensing/childcare-facilities/index.php
Aslan, D. ve Köksal Akyol, A. (2006). Okul öncesi öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ve mesleki benlik saygılarının incelenmesi. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 15(2). s.51-60.
Aysu, B. (2007). Okul öncesi öğretmen adaylarının öğretmenlik mesleğine karşı tutumlarının incelenmesi. Ankara Üniversitesi. Fen Bilimleri Enstitüsü. Yayınlanmamış Yüksek Lisans Tezi.
Basford, E., Butt, G., & Newton, R. (2017). To what extent are teaching assistants really managed?:‘I was thrown in the deep end, really; I just had to more or less get on with it’. School Leadership & Management, 37(3), 288-310.
Bellm, D., Burton, A., Whitebook, M., Broatch, L., & Young, M. P. (2002). Inside the pre-K classroom: A study of staffing and stability in state-funded prekindergarten programs. Center for the Child Care Workforce.
Bursal, M. (2016). Temel Eğitim ve Ortaokul Öğretmen Adaylarının Öğretmenliğin İdeal Meslekleri Olmasına Göre Karşılaştırmalı Profilleri. Bayburt Eğitim Fakültesi Dergisi, 11(2).
Butt, R., & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education, 16(2), 207-219.
Caruso, J. J., & Fawcett, M. T. (2006). Supervision in early childhood education. Teachers College Press.
Cirhinlioğlu, Z. (1996). Meslekler ve sosyoloji. Gündoğan Yayınları.
Colker, L. J. (2008). Twelve characteristics of effective early childhood teachers. YC Young Children, 63(2), 68.
Connecticut State Department of Education. (2012). Guidelines for Training Support Of Paraprofessionals Working With Students Birth to 21. https://portal.ct.gov/-/media/SDE/Paraeducator/guidelines_paraprofessionals.pdf
Çevik, O. ve Yiğit, S. (2009). Eğitim fakültesi öğrencilerinin profillerini belirlenmesi -Amasya Üniversitesi örneği-. C.Ü. Sosyal Bilimler Dergisi. 33(1) 89-106.
Department of Education of Training Queensland Goverment (2015). A guide for teacher aides: Age-appropriate pedagogies for the early years of schooling. https://qed.qld.gov.au/earlychildhood/about/Documents/pdf/guide-for-teacher-aide.pdf
Ferguson, M. (2014). Teacher Aides: The Fine Art of Balance. Kairaranga, 15(2), 56- 63
Finn, J. D., & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. The Journal of Educational Research, 98(2), 79-92.
French, N. K., & Gerlach, K. (1999). Topic# 2 Paraeducators and teachers: Shifting roles. Teaching Exceptional Children,
Glenn, W. J., Moss, D. M., & Schwab, R. L. (Eds.). (2005). Portrait of a profession: Teaching and teachers in the 21st century. Greenwood Publishing Group.
Grisham-Brown, J., Pretti-Frontczak, K. (2003). Using planning time to individualize instruction for preschoolers with special needs. Journal of Early Intervention, 26, 31-46.
Gürkan, T. (2007). Öğretmen nitelikleri, görev ve sorumlulukları. A. Oktay & Ö. P. Unutkan (Edt.) Okul öncesi eğitimde güncel konular, 124-137.
Jones, C. R., Ratcliff, N. J., Sheehan, H., & Hunt, G. H. (2012). An analysis of teachers’ and paraeducators’ roles and responsibilities with implications for professional development. Early Childhood Education Journal, 40(1), 19-24.
Köroğlu A. Y., Göle M.O., (2020). Okul Öncesi Eğitim Kurumlarında Yardımcı Öğretmenlerin Görev ve Sorumluluklarına İlişkin Öğretmen Görüşleri. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 5:1, 16-28, DOI: 10.37754/658124.2020.512
Massachusetts Board of Education (2005). Early Childhood Program Standards For Three and Four Year Olds. https://www.mass.gov/files/documents/2018/12/20/ta_earlychildprogstan.pdf
Michigan State Board of Education (2017). CLASSROOM REQUIREMENTS Section: Classroom Requirements GSRP Implementation Manual Revised. https://www.michigan.gov/documents/mde/Classroom_Requirements._August_2014_466777_7.pdf
National Association for the Education of Young Children [NAEYC] (2008a). Standard 6: Teachers A Guide to the NAEYC Early Childhood Program Standard and Related Accreditation Criteria. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/Standard%206_Teachers_2008_text.pdf
National Association for the Education of Young Children [NAEYC] (2008b). NAEYC definitions related to teaching staff members. http://www.naeyc.org/files/academy/file/DefinitionsOfTeachingStaff.pdf
National Association for the Education of Young Children [NAEYC] (2017a). NAEYC Early Learning Standards and Accreditation Criteria & Guidance for Assessment. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/Standards%20and%20Accreditation%20Criteria%20%26%20Guidance%20for%20Assessment_April%202017_3.pdf
National Association for the Education of Young Children [NAEYC] (2017b). NAEYC Streamlined Accreditation Glossary of Terms, https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/NAEYC%20Streamlined%20Accreditation%20Glossary%20of%20Terms.pdf
Nebraska Department of Education. (2017). Approved Equivalency for Paraeducators in Early Childhood Programs Operated by Public Schools Districts or Educational Service Units https://www.education.ne.gov/wp-content/uploads/2017/07/para_eq.pdf
New Hampshire Department of Health and Human Services. (2017). Child Care Program Teacher. https://www.nhes.nh.gov/elmi/products/licertocc/documents/ccpctea.pdf
New Jersey Department Of Education. (2015). Preschool Program Implementation Guidelines https://www.nj.gov/education/ece/guide/impguidelines.pdf
New York City Department of Education (2016). Pre-K for All Handbook 2016-17 for District Schools and Pre-K Centers. https://infohub.nyced.org/docs/default-source/default-document-library/pre-k-district-schools-pre-k-centers-handbook-2016-17.pdf
New Zealand Government Ministry of Education (2012). The role of the teacher’s aide https://parents.education.govt.nz/assets/Documents/Special-Education/The-role-of-the-teachers-aide.pdf
Oklahoma Child Care Services (2018). Licensing requirements for child care centers. http://www.okdhs.org/OKDHS%20Publication%20Library/14-05.pdf
Pickett, A. L. (1999). Strengthening and supporting teacher/provider-paraeducator teams: Guidelines for paraeducator roles, supervision, and preparation. New York: National Resource Center for Paraprofessionals in Education and Related Services, Graduate Center, City University of New York. https://files.eric.ed.gov/fulltext/ED440506.pdf
Puget Sound Educational Service District (2007). Paraeducator handbook. http://www.paraeducator.com/resources/parahandbook.pdf
Ratcliff, N. J., Jones, C. R., Vaden, S. R., Sheen, H., & Hunt, G. H. (2011). Paraprofessionals in early childhood classrooms: an examination of duties and expectations. Early Years, 31(2), 163-179.
Shim, J., Hestenes, L., & Cassidy, D. (2004). Teacher structure and child care quality in preschool classrooms. Journal of Research in Childhood Education, 19(2), 143-157.
Sosinsky, L. S., & Gilliam, W. S. (2011). Assistant teachers in prekindergarten programs: What roles do lead teachers feel assistants play in classroom management and teaching?. Early Education & Development, 22(4), 676-706.
U.S. Deparment of Healt and Human Services (2019). Head Start Policy & Regulations, Sec. 648A Staff Qualifications and Development. https://eclkc.ohs.acf.hhs.gov/policy/head-start-act/sec-648a-staff-qualifications-development
Virginia Department of Education, (2005). The virginia paraprofessional guide to supervision and collaboration with paraprofessionals: a partnership. https://vcuautismcenter.org/documents/va_doe_para_guide.pdf
Whitebook, M., Gomby, D., Bellm, D., Sakai, L., & Kipnis, F. (2009). Preparing Teachers of Young Children: The Current State of Knowledge, and a Blueprint for the Future. Part I: Teacher Preparation and Professional Development in Grades K-12 and in Early Care and Education: Differences and Similarities, and Implications for ResearchPreparing. Center for the Study of Child Care Employment, University of California at Berkeley.
Wueste, D. E. (Ed.). (1994). Professional ethics and social responsibility. Rowman & Littlefield.
Yılmaz, A. (2011). Reconstructing Teacher Identity: Experiences af a Turkish Teacher Aide in an American Preschool Classroom. Kastamonu Eğitim Dergisi. 19(3). 733-742.
Zembat, R. (2007). Okul öncesi eğitimde nitelik. A. Oktay & ÖP Unutkan (Edt.) Okul öncesi eğitimde güncel konular. İstanbul: Morpa.