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World-known Preschool Education Models from the Perspectives of Pre-service Preschool Teachers

The purpose of the study is to find out how the preschool teacher candidates’ reflect their experience in as regards the preschool education models on their own understanding of education. The phenomenology as a qualitative research design was used in the study. The participants of the research were the 3rd and 4th class teacher candidates attending to the Preschool Education Department. A total of 40 students participated in the study. A focus group activity was held with 14 teacher candidates in the framework of different criteria for the purpose of in-depth examination of the topic. Data were collected from the teacher candidates by means of written documents and interview records in the course of the research. It was found that the teacher candidates expressed opinions mostly based on the Reggio Emilia, Waldorf approach. The phenomenological analysis technique was used for the purpose of data analysis. It was seen that the teacher candidates provided answers under the following titles in the framework of child-centered perspective during their assessments based on the models: making use of the opportunities provided by the environment, conducting activities that enable creative expressions, ensuring social interaction of children, providing the opportunities to learn by doing and experiencing, preparing environments based on the free choice of children, being open for self-development of teachers, and supporting the development of children.

preschool education models, pre-service preschool teachers, teacher education


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