Browsing by Author "Tantekin-Erden, Feyza"

Now showing 1 - 3 of 3

The Effects of Motivational Enhancement Training on the Motivation and Vocational-Outcome Expectations of Male Preservice Preschool Teachers
(Routledge Journals, Taylor & Francis Ltd, 2023) Sak, Ramazan; Sahin-Sak, Ikbal Tuba; Oneren-Sendil, Cagla; Tantekin-Erden, Feyza; Tuncer, Nuran; Taskin, Necdet
This study examines the effects of Motivational Enhancement Training on male preservice preschool teachers' motivation and vocational-outcome expectations, using a randomized pretest-posttest control group design. Of the 34 participants, 17 formed the experimental group and the other 17, the control group. A Personal Information Form, Adult Motivation Scale and Vocational Outcome Expectation Scale, all adopted from prior literature, were used as data-collection tools. Data analysis relied on two-way analysis of variance for repeated measurements and t-testing. This revealed that Motivational Enhancement Training increased both the motivation and vocational-outcome expectations of the participants in the experimental group significantly as compared to those in the control group.
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.
Turkish Preschool Teachers' Beliefs and Practices Related To Two Dimensions of Developmentally Appropriate Classroom Management
(Routledge Journals, Taylor & Francis Ltd, 2018) Sahin-Sak, Ikbal Tuba; Tantekin-Erden, Feyza; Pollard-Durodola, Sharolyn
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics.