Determining the Awareness of Preschool Teachers and Teacher Candidates for the Process of Reading Books to Children

Basit Öğe Kaydı
dc.contributor.authorGönen, Mübeccel Sara
dc.contributor.authorÖğütcen, Ayşegül
dc.contributor.authorAkbaba, Fikrinaz Damla
dc.contributor.authorÇelİk, Neslihan Nur
dc.date.accessioned2024-10-04T18:58:39Z
dc.date.available2024-10-04T18:58:39Z
dc.date.issued2024
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe aim of the study is to examine the awareness of preschool teachers and teacher candidates about the book reading process. The sample consists of 155 preschool teachers and 71 teacher candidates. The study is designed with mixed method research. The quantitative dimension of the research is the screening model and the qualitative dimension is the case study. The scores of book reading process awareness form were analyzed according to demographic characteristics. As a result of the analysis of the quantitative data, the preschool teachers’ book reading process awareness form scores did not differ significantly according to the variables of age, professional experience, and whether or not to take children’s literature lessons. Another finding showed that the preschool teacher candidates’ book reading process awareness form scores did not differ significantly according to age. In the qualitative dimension, detailed information about the book reading process of the teachers and teacher candidates was achieved from interviews with them. In the qualitative dimension of the study, as a result of the interviews with teachers and teacher candidate about the process of book reading, themes which are high level of efficiency, supporting learning, suitability for children, environments where teachers read books to children, book center, environment and supporting the child, points to be considered, practice-oriented, seeing outcomes, gaining experience, interest and opportunity, environments where teacher candidates read books to children and books operationalisation were obtained. © (2023), (T.C. Milli Egitim Bakanligi). All Rights Reserved.en_US
dc.identifier.doi10.37669/MILLIEGITIM.1239719
dc.identifier.endpage1586en_US
dc.identifier.issn1302-5600
dc.identifier.issue243en_US
dc.identifier.scopus2-s2.0-85203019623en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage1549en_US
dc.identifier.trdizinid1253549en_US
dc.identifier.urihttps://doi.org/10.37669/MILLIEGITIM.1239719
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1253549
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3942
dc.identifier.volume53en_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherT.C. Milli Egitim Bakanligien_US
dc.relation.ispartofMilli Egitimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectbook reading processen_US
dc.subjectearly childhooden_US
dc.subjectinteractive book readingen_US
dc.subjectpreschoolen_US
dc.titleDetermining the Awareness of Preschool Teachers and Teacher Candidates for the Process of Reading Books to Childrenen_US
dc.title.alternativeOkul Öncesi Öğretmenleri ve Öğretmen Adaylarının Çocuklara Kitap Okuma Sürecine Yönelik Farkındalıklarının Belirlenmesien_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu

We collect and process your personal information for the following purposes: Authentication, Preferences, Acknowledgement and Statistics.
To learn more, please read our privacy policy.

Customize