The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform

Kursat Cagiltay - One of the best experts on this subject based on the ideXlab platform.

  • in service Preschool Teachers thoughts about technology and technology use in early educational settings
    Contemporary Educational Technology, 2017
    Co-Authors: Nuri Kara, Kursat Cagiltay
    Abstract:

    The purpose of this study is to understand in-service Preschool Teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service Preschool Teachers. These Teachers were selected from public and private Preschools. Convenient sampling was applied because Teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service Preschool Teachers emerged. Findings of the study indicated that the majority of in-service Teachers had positive views about appropriate technology use in Preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service Preschool Teachers emphasized that they expect to be supported by the Preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, Teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into Preschool education.

Anette Sandberg - One of the best experts on this subject based on the ideXlab platform.

  • Preschool Teachers views on children s learning an international perspective
    Early Child Development and Care, 2015
    Co-Authors: Stig Brostrom, Anette Sandberg, Inge Johansson, Kay Margetts, Berenice Nyland, Thorleif Frokjaer, Christa Kieferle, Anja Seifert, Angela Roth, Aino Ugaste
    Abstract:

    This comparative study investigated the perspectives of Preschool Teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in Preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do Preschool Teachers understand participation in relation to children's learning in Preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of Teachers’ perspectives and practices around children's learning.

  • Preschool Teachers view on learning in Preschool in sweden and denmark
    European Early Childhood Education Research Journal, 2014
    Co-Authors: Stig Brostrom, Anette Sandberg, Inge Johansson, Thorleif Frokjaer
    Abstract:

    The aim of this study was to examine how Preschool Teachers in Sweden and Denmark perceive children's learning in Preschool. The study aimed to answer the following questions: What is 'learning'? H ...

  • Preschool Teachers views on competence in the context of home and Preschool collaboration
    Early Child Development and Care, 2014
    Co-Authors: Tuula Vuorinen, Anette Sandberg, Sonja Sheridan, Pia Williams
    Abstract:

    The purpose of this article is to analyse and discuss Preschool Teachers' views regarding competence within their profession in the context of home and Preschool collaboration. The question address ...

  • Preschool Teachers’ and student Preschool Teachers’ thoughts about professionalism in Sweden
    European Early Childhood Education Research Journal, 2008
    Co-Authors: Marja Kuisma, Anette Sandberg
    Abstract:

    This paper discusses the different ways which students and Preschool Teachers at two Swedish universities interpret the concept of professionalism. Data for this paper are drawn from a study conduc ...

  • an interview study of gender difference in Preschool Teachers attitudes toward children s play
    Early Childhood Education Journal, 2005
    Co-Authors: Anette Sandberg, Ingrid Pramlingsamuelsson
    Abstract:

    The aim of this study was to investigate, identify and describe different ways that female and male Preschool Teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male Preschool Teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenographical research. The sample consisted of ten female and ten male Preschool Teachers’. The results show differences between female and male Preschool Teachers’ play willingness. This study found that male Preschool Teachers contribute with more playfulness, and this is something that both female and male Preschool Teachers noticed. Female Preschool Teachers tend to value calm play and emphasize the importance of social development while male Preschool Teachers accentuate the significance of physical development. All Preschool Teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.

Paul Yauho Wong - One of the best experts on this subject based on the ideXlab platform.

  • teaching beliefs on developmentally appropriate practice among chinese Preschool Teachers the role of personality
    Frontiers in Psychology, 2019
    Co-Authors: Paul Yauho Wong
    Abstract:

    Research has shown that Teachers’ personality is related to their teaching practices. However, few such research has been conducted in the Preschool settings. This research adopted a cross-sectional quantitative approach to examine how Preschool Teachers’ personality related to their beliefs of Developmentally Appropriate Practice (DAP). 544 Preschool Teachers were randomly selected to complete Teacher Beliefs and Practices Survey (TBS) and the Myer-Briggs Type Indicator (MBTI). Findings showed that the personality type profiles of Preschool Teachers are characterized predominantly by Sensing-Feeling-Judging. Among all personality types, extraverted and intuitive Teachers tended to show higher scores in DAP beliefs and practice than that of the introverted Teachers. Analyses from regression findings also indicated that the Extroversion-Introversion dimension predicted significantly Teachers’ beliefs and practices of DAP. In addition, Teachers’ teaching experiences in association with personality predicted their DAP practices, suggesting that there was an combined effect of Teachers’ personality and work experience in adopting DAP. Implication for school managers to provide professional development to support Teachers in understanding and practicing DAP in Preschools are discussed.

Herman Ader - One of the best experts on this subject based on the ideXlab platform.

Nuri Kara - One of the best experts on this subject based on the ideXlab platform.

  • in service Preschool Teachers thoughts about technology and technology use in early educational settings
    Contemporary Educational Technology, 2017
    Co-Authors: Nuri Kara, Kursat Cagiltay
    Abstract:

    The purpose of this study is to understand in-service Preschool Teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service Preschool Teachers. These Teachers were selected from public and private Preschools. Convenient sampling was applied because Teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service Preschool Teachers emerged. Findings of the study indicated that the majority of in-service Teachers had positive views about appropriate technology use in Preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service Preschool Teachers emphasized that they expect to be supported by the Preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, Teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into Preschool education.