Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience
Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience
复制标题
土耳其职前幼儿教育教师对基于专业经验的自然教学的看法和实践
DOI：
10.1017/aee.2021.6
复制
发表时间：
2021
影响因子：
1.6
通讯作者：
Zeynep Temiz
中科院分区：
文献类型：
--
作者：
Güliz Karaarslan Semiz;Zeynep Temiz
摘要 本文探讨了土耳其职前幼儿教育教师对基于自然的教学的看法和教学实践。土耳其幼儿教育环境中很少开展基于自然的活动；因此，显然需要培养职前教师与自然教学相关的专业经验，使他们能够支持儿童在自然环境中的学习。在这项研究中，八名职前教师在为期 10 周的专业体验实习中应用了基于自然的教学。 Clarke 和 Peterson（1986）的教师思想和行动模型在理解职前教师的相关观念和实践方面指导了这项研究。通过活动计划和半结构化访谈收集定性数据，结果显示，使用天然材料和自然环境实施各种活动增加了职前教师对自然教学的自信心。据报告，实施基于自然的教学活动的主要障碍是家庭和学校管理人员的态度、天气条件以及职前教师缺乏基于自然的教学法知识。这些障碍可以通过支持职前幼儿教师的专业发展并为他们提供更多在幼儿环境中开展与自然相关的活动的机会来解决。
Abstract This paper considers the perceptions and teaching practices of Turkish pre-service early childhood education teachers with regard to nature-based teaching. Nature-based activities rarely take place in Turkish early childhood education settings; accordingly, there is a clear need to develop pre-service teachers’ professional experience related to nature-based teaching to empower them to support children’s learning in natural environments. In this study, eight pre-service teachers applied nature-based teaching in a professional experience placement over a period of 10 weeks. Clarke and Peterson’s (1986) model of teachers’ thoughts and actions guided this study in terms of understanding pre-service teachers’ related perceptions and practices. Qualitative data were collected through activity plans and semi-structured interviews, the findings from which revealed that the implementation of various activities using natural materials and the natural environment increased pre-service teachers’ self-confidence related to nature-based teaching. The primary barriers to the implementation of nature-based teaching activities were reported as being the attitudes of families and school management, weather conditions and pre-service teachers’ lack of knowledge of nature-based pedagogies. These barriers could be addressed by supporting pre-service early childhood teachers’ professional development and by affording them more opportunities to perform nature-related activities in early childhood settings.