Yıl 2016, Cilt 2, Sayı 4, Sayfalar 1070 - 1082 2016-10-01

Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement
Okul öncesi öğretmen adayları ile diğer alanlardaki öğretmen adaylarının aile katılımına yönelik tutumlarının karşılaştırılması

Fatma Yaşar Ekici [1]

472 353

The aim of this study is to compare preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ atttitudes toward family involvement. The study was conducted in the “İlişkisel Tarama” model. The population of the study consists of undergraduate students that are studying in education faculties of universities in İstanbul. The sample of the study consists of 302 undergraduate students that are studying in  preschool teaching, guidance and counseling and english teaching departments of İstanbul Sabahattin Zaim University in 2014-2015 spring period. The sample was selected by random sampling method. The tool that are used for data collection were “Personal Information Form” that are developed by the researcher and “Scale of Attitude Toward Family Involvement” that are developed by Yavuz Güler. In the analysis of the data, SPSS 20 package program was applied. At the end of the research, it is found that preservice preschool teachers’ and preservice guidence teachers’ attitudes toward family involvement are more positive than preservice english teachers’ attitudes toward family involvement. Preservice preschool teachers’ attitudes supporting collaboration are more positive than preservice english teachers’ attitudes supporting collaboration. Preservice guidance teachers’ attitudes supporting collaboration are more positive than preservice english teachers’ attitudes supporting collaboration. Preservice english teachers’ attitudes preventing collaboration are more positive than preservice preschool teachers’ attitudes preventing collaboration.

katılımına yönelik tutumlarının karşılaştırılmasıdır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırma evrenini İstanbul İli’ndeki üniversitelerin eğitim fakültelerinde öğrenim görmekte olan lisans öğrencileri oluşturmaktadır. Araştırma örneklemini ise 2014-2015 bahar yarıyılında İstanbul Sabahattin Zaim Üniversitesi Eğitim Fakültesi’nde okul öncesi öğretmenliği, rehberlik psikolojik danışmanlık ve İngilizce öğretmenliği lisans programında öğrenim görmekte olan ve tesadüfi örnekleme metoduyla seçilen 302 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından hazırlanmış olan Kişisel Bilgi Formu ve Yavuz Güler tarafından geliştirilmiş olan Aile Katılımına Yönelik Tutum Ölçeği kullanılmıştır. Verilerin analizinde SPSS.20 paket programı kullanılmıştır. Araştırmada elde edilen bulgular şöyledir: Okul öncesi öğretmen adaylarının ve rehber öğretmen adaylarının aile katılımına yönelik tutumları, İngilizce öğretmen adaylarının aile katılımına yönelik tutumlarından daha olumludur. Rehber öğretmen adaylarının aile katılımına yönelik tutumları, İngilizce öğretmen adaylarının aile katılımına yönelik tutumlarından daha olumludur. Okul öncesi öğretmen adaylarının ve rehber öğretmen adaylarının işbirliğini destekleyici tutumları, İngilizce öğretmen adaylarının işbirliğini destekleyici tutumlarından daha olumludur. İngilizce öğretmen adaylarının işbirliğini engelleyici tutumları, okul öncesi öğretmen adaylarının işbirliğini engelleyici tutumlarından daha olumludur.
  • KAYNAKLAR
  • Abdullah, A. K., Seedee, R., Alzaidiyeen, N. J. , Al-Shabatat, A., Alzeydeen, H. K., Al-Awabdeh (2011). An investigation of teachers’ attitudes towards parental involvement”, Educational Research, 2 (8), 1402-1408.
  • Addi-Raccah, A., & Ainhoren, R. (2009). School governance and teachers’ attitudes to parents’ involvement in schools, Teaching & Teacher Education, 25, 805-813.
  • Arsenault, J. E. (1991). A comparative study of teachers’ attitudes toward parent involvement in the schools, Yayınlanmamış Doktora Tezi, The University of Massachusetts.
  • Barnett, M.F. (1997). The effects of instruction on undergraduate preservice teachers' attitudes, knowledge, and use of parent involvement strategies. Yayınlanmamış Doktora Tezi. State University of New York, New York.
  • Baum, A.C., McMurray-Schwarz, P. (2004). PreserviceTeachers’ beliefs about family involvement: Implications for teacher education, Early Childhood Education Journal, 32 (1), 57-61.
  • Beaty, J.J. (2000). Skills for Preschool to Teachers. New Jersey Columbus :Merrill and Imprint of Prentice Hall Upper Saddle River.
  • Blasi, M. W. (2002). An asset model: Preparing preservice teachers to work with children and families of promise, Journal of Research in Childhood Education; Fall 2002; 17, 1; Research Library, 106-122.
  • Deslandes, R. Fournier, H. Morin, L. (2008). Evaluation of a school, family, and community partnerships program for preservice teachers in quebec, Canada, Journal of Educational Thought, 42, 27-51.
  • Dor, A., Rucker-Naidu, T.B., (2012). Teacher attitudes toward parents’ involvement in school: Comparing teachers in the USA and Israel. Issues In Educational Research, 22 (3), 246-262.
  • Epstein, J. L., Becker, H. J. (1982). Teacher practices of parent involvement: Problems and possibilities, Elementary School Journal, 83, 103-113.
  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86 (3), 277-294.
  • Epstein, J. L. (1995). School, family, community partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701-712.
  • Erkan, S. (2010). Aile Ve Aile Eğitimi İle İlgili Temel Kavramlar.(Ed: Z.F. Temel) Aile Eğitimi Ve Erken Çocukluk Eğitiminde Aile Katılımı Çalışmaları. Ankara: AnıYayıncılık
  • Fantuzzo, J., McWayne, C., Perry, M., Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, Low-Income Children. School Psychology Review, 33, 467-480.
  • Graue, E., Brown, C. P. (2003). Preservice teachers' notions of families and schooling, Teaching and Teacher Education, 19, 719-735.
  • Gu, W., Yawkey, T. D. (2010). Working with Parents and Family: Factors that Influence Chinese Teachers' Attitudes toward Parent Involvement, Journal of Instructional Psychology, 37 ( 2), 146-152.
  • Horn, D. (2003). Preparing early childhood educators to work in diverse urban settings, Teachers College Record, 105 (2), 226-244.
  • Jones I., White C, Aeby V., Benso, B. (1997). Attitudes of early childhood teachers toward family and community involvement, Early Education and Development, 8 (2), 153-163.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Katz, L., Bauch, J. P. (1999). The Peabody family involvement initiative: Preparing preservice teachers for family/school collaboration, School Community Journal, 9 (1), 49–6.
  • Kidd, J. K., Sanchez, S. Y., Thorp, E. K. (2005). Cracking the challenge of changing dispositions: Changing hearts and minds through stories, narratives, and direct cultural interactions. Journal of Early Childhood Teacher Education, 26, 347-359.
  • Knopf, H., T., Swick, K., J. (2008). Using our understanding of families to strengthen family involvement, Early Childhood Education Journal, 35, 419-427.
  • Köksal Eğmez, F.C. (2008). Okul Öncesi Eğitim Kurumlarında Ailenin Eğitime Katılımı (Kocaeli’nde Beş Anaokulunda Yapılan Araştırma). Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Lazar, A., Slostad, F. ( 1999). How to overcome obstacles to parent-teacher partnership, The Clearing House. 72 (4). 206-210.
  • Longley, M. J. (1998). Promoting partnership with families: A descriptive study of the development, implementation, and evaluation of a teacher education curriculum, Doktora Tezi, Portland State University.
  • McAnuff-Gumbs, M. (2006). Understanding teachers' attitudes toward barriers to family-school partnerships, Yayınlanmamış Doktora Tezi, Ohio University.
  • McBride, B. (1991). Preservice teachers’ attitudes toward parental involvement, Teacher Education Quarterly, 18 (1), 57–67.
  • Metin, N. (2003). Aile Danışmanlığı ve Rehberliği, Hacettepe Üinversitesi Çocuk Gelişimi ve Eğitimi Bölümü Ders Notları, Ankara.
  • Miller, R. (1996). The Developmentally Appropriate Inclusive Classroom in Early Education. Newyork: Delmar Publishers.
  • Morris, Taylor, Knight, Wasson (1996). Preparing teachers to reach out to families and communities, Action In Teacher Education, 18, 10-22.
  • Morris, V. G., Taylor, S. I. (1998). Alleviating barriers to family involvement in education: The role of teacher education, Teaching and Teacher Education, 14 (2), 219-231.
  • Moseman, C. C. (2003). Primary teachers' beliefs about family competence to influence classroom practices, Early Education and Development, 14 (2), 125-153.
  • Ramirez, A. Y. (1999). Survey on teachers and parents within rural secondary schools, School Community Journal, 9 (2), 21-39.
  • Pedro, J. Y., Miller, R.., Bray, P. (2012). Teacher Knowledge and Dispositions towards Parents and Families: Rethinking Influences and Education of Early Childhood Pre-Service Teachers, Forum on Public Policy Online, (1).
  • Ratcliff, N., & Hunt, G. (2009). “Building Teacher-Family Partnerships: The Role of Teacher Preparation Programs.” Education, 123 (3), 495-505.
  • Sakallı Gümüş, S. (2008). Preparing teachers for partnering with families: Examining the impact of a specifically designed curriculum on professionals. Doctoral Dissertation, Indiana University.
  • Stallworth, J. T., Williams, D.L.(1982). A survey of parents regarding parent involvement in schools. Austin, TX: Southwest Educational Development Laboratory.
  • Starling, J.L.D. (1991). A study of elementary and middle school teachers’ attitudes toward parent involvement in the milford school district, Yayınlanmamış Doktora Tezi, The University of Delaware.
  • Sucuka, N., Kimmet, E. (2003). Aile destek programlarının okul-aile işbirliğindeki önemi, erken çocuklukta, gelişim ve eğitimde yeni yaklaşımlar. İstanbul: Morpa Kültür Yayınları.
  • Tichenor, M.S. (1997) Teacher education and parent involvement: Reflections from pre-service teachers, Journal of Instructional Psychology, 24 (4), 233-339.
  • Tuncer, N., Sak, R., Şahin Sak, İ. (2013). Aile Eğitimi. Ankara: Vize Yayıncılık.
  • Ünlüer Özbay, E. (2014). Okul Öncesi Eğitimde Ailenin Yeri ve Önemi, Anne Baba Eğitimi (Ed.: T. Güler Yıldız), 3.baskı, Ankara: Pegem Akademi.
  • Vural, D.E. (2006). Okul Öncesi Eğitim Programındaki Duyuşsal Ve Sosyal Becerilere Yönelik Hedeflere Uygun Olarak Hazırlanan Aile Katılımlı Sosyal Beceri Eğitimi Programının Çocuklarda Sosyal Becerilerin Gelişimine Etkisi. Yayınlanmamış Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Williams, D. L., Jr. (1984). Parent involvement in education what a survey reveals. Austin. TX: The Southwest Educational Development Laboratory.
  • Yavuz Güler, Ç. (2013). Öğretmen Adaylarını Ailelerle Çalışmaya Hazırlama: Bir Müfredat Programı Önerisi, Doktora Tezi, İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Yavuz Güler, Ç. (2014). Öğretmen Adayları İçin Aile Katılımına Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması, Bartın Üniversitesi Eğitim Fakültesi Dergisi Cilt 3, Sayı 2, s. 213 – 232.
Konular Sosyal
Dergi Bölümü Makaleler
Yazarlar

Yazar: Fatma Yaşar Ekici

Bibtex @araştırma makalesi { ijsser278984, journal = {International Journal of Social Sciences and Education Research}, issn = {}, eissn = {2149-5939}, address = {Mahmut DEMİR}, year = {2016}, volume = {2}, pages = {1070 - 1082}, doi = {10.24289/ijsser.278984}, title = {Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement}, key = {cite}, author = {Yaşar Ekici, Fatma} }
APA Yaşar Ekici, F . (2016). Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement. International Journal of Social Sciences and Education Research, 2 (4), 1070-1082. DOI: 10.24289/ijsser.278984
MLA Yaşar Ekici, F . "Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement". International Journal of Social Sciences and Education Research 2 (2016): 1070-1082 <http://dergipark.gov.tr/ijsser/issue/26511/278984>
Chicago Yaşar Ekici, F . "Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement". International Journal of Social Sciences and Education Research 2 (2016): 1070-1082
RIS TY - JOUR T1 - Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement AU - Fatma Yaşar Ekici Y1 - 2016 PY - 2016 N1 - doi: 10.24289/ijsser.278984 DO - 10.24289/ijsser.278984 T2 - International Journal of Social Sciences and Education Research JF - Journal JO - JOR SP - 1070 EP - 1082 VL - 2 IS - 4 SN - -2149-5939 M3 - doi: 10.24289/ijsser.278984 UR - http://dx.doi.org/10.24289/ijsser.278984 Y2 - 2016 ER -
EndNote %0 International Journal of Social Sciences and Education Research Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement %A Fatma Yaşar Ekici %T Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement %D 2016 %J International Journal of Social Sciences and Education Research %P -2149-5939 %V 2 %N 4 %R doi: 10.24289/ijsser.278984 %U 10.24289/ijsser.278984
ISNAD Yaşar Ekici, Fatma . "Okul öncesi öğretmen adayları ile diğer alanlardaki öğretmen adaylarının aile katılımına yönelik tutumlarının karşılaştırılması". International Journal of Social Sciences and Education Research 2 / 4 (Ekim 2016): 1070-1082. http://dx.doi.org/10.24289/ijsser.278984