Browsing by Author "Morrison, George S."
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Article Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices(Routledge Journals, Taylor & Francis Ltd, 2016) Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the physical environment of the classroom, instructional activities, relationships, behaviour management, assessment, and parental involvement were partially consistent with it. Congruence between beliefs and practices in the sphere of child-centred education was strongest with respect to developmental domains and less strong in the other areas studied.Article Preschool Teachers' Beliefs and Practices Related To Child-Centred Education in Turkey(Routledge Journals, Taylor & Francis Ltd, 2018) Sak, Ramazan; Tantekin-Erden, Feyza; Morrison, George S.This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants' beliefs and practices. Data were collected through interviews, classroom observations and document review. The results indicated that the participant teachers' beliefs and practices as expressed through instructional activities, relationships, behaviour management, assessment, parental involvement and self-reporting were partially parallel to the child-centred education philosophy. Also, there was only partial consistency between teachers' beliefs about, self-reported practices of and actual practices of child-centred education.
