Examination of preschool teacher’s states of knowing of different educational approaches

Abstract

In this study aims to reveal preschool teachers’ states of knowing of different educational aproaches. In this respect, 42 preschool teacher who were teaching private and public kindergarten school in Adana, Ankara and Mersin city were the study group. The participants were selected by typical case sampling method that is purposive sampling. The study was conducted using phenomenological design that is qualitative research method. For the data collection, semi-structured interview was used. The data were analyzed by descriptive analysis. According to the findings of the study, the levels of preschool teachers' reflection of different educational approaches to the training program was low and teachers do not participate in the training about different educational approaches. Teachers’ expectations about Ministry of National Education was enriching the content of in service training and increasing the adequacy of trainers.   Accordingly it is thought that it is necessary to increase the number of trainings which include different educational application in pre-service and in-service training for teachers. It is suggested that in-service trainings be organized and implemented in a more efficient, comprehensive, informative, motivating, active, planned and regular way in different environments and with different schools.