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Araştırma Makalesi
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Okul Öncesi Eğitim Kurumlarında Yardımcı Öğretmenlerin Görev ve Sorumluluklarına İlişkin Öğretmen Görüşleri

Yıl 2020, Cilt: 5 Sayı: 1, 16 - 28, 28.02.2020

Alper Yusuf Köroğlu , Mehmet Göle

Öz

Bu araştırma; Türkiye’deki okul öncesi öğretmenlerinin, yardımcı öğretmenlerin görev ve sorumluluklarına ilişkin görüşlerini belirlemek amacıyla gerçekleştirilmiş tarama modelinde betimsel bir çalışmadır. Ülke genelinde görev yapan rastgele örnekleme yöntemi ile seçilmiş 748 en az lisans mezunu okul öncesi öğretmeni araştırmanın çalışma grubunu oluşturmuştur. Veri toplama aracı olarak araştırmacılar tarafından hazırlanan kişisel bilgi formu ve yardımcı öğretmenlerin görev ve sorumluluklarına ilişkin öğretmen görüşleri anketi kullanılmıştır. Verilerin yorumlanmasında betimsel ve ilişkisel istatistiksel tekniklerden yararlanılmıştır. Katılımcıların; %95.6’sı kadın, %93.2’si lisans mezunu, %90.5’i okul öncesi öğretmenliği mezunu, %57.1’i anasınıfında çalışan, %49.2’si 49-60 aylık sınıflarda çalışan, yaş ortalamaları 35.85 ve sınıflarındaki öğrenci sayısı ortalaması 20.3’tür. Ayrıca katılımcıların %97.5’i okul öncesi eğitim kurumlarında yardımcı öğretmenlerin zorunlu bir ihtiyaç olduğunu, %57.2’si de yardımcı öğretmenlerin ön lisans çocuk gelişimi programlarından mezun olanlardan seçilmesi gerektiğini belirtmektedir. Katılımcılar; çocukların gelişimine ve güvenliğine uygun bir öğrenme ortamının oluşturulmasında, planlanan etkinliklerin uygulanmasında, öğrenme materyallerinin hazırlanmasında, öğrenme merkezlerinin düzenlenmesinde, günlük rutinlerde öğretmene yardımcı olma, çocuklara kıyafet çıkarma, beden temizliği ve giyinme konusunda yardımcı olma, yemeğe hazırlık ve yemek zamanlarında, uyku zamanında öğretmenle nöbetleşe şekilde çocukların yanında durma gibi eylemlerin yardımcı öğretmenlerin öncelikli görev ve sorumlulukları arasında olduğunu belirtmişlerdir.

Anahtar Kelimeler

okul öncesi eğitim yardımcı öğretmenlik öğretmen görüşü

Kaynakça

  • Arlı, N., Nazik, M., H. (2004). Bilimsel araştırmaya giriş. (3. Baskı). Ankara: Gazi Kitabevi
  • Ashbaker, B. Y., Morgan, J. (2015). The paraprofessional's guide to effective behavioral ıntervention. Routledge.
  • Bloechliger, O. R., Bauer, G. F. (2016). Demands and job resources in the child care workforce: swiss lead teacher and assistant teacher assessments. Early Education And Development, 27:7, 1040-1059, DOI: 10.1080/10409289.2016.1154419
  • Bourke P. E. (2009). Professional development and teacher aides in inclusive education contexts: Where to from here?, International Journal Of Inclusive Education, 13:8, 817-827, DOI: 10.1080/13603110802128588
  • Bowman, B. T., Donovan, M. S., Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
  • Boyd, B. J., Pasley, B. K. (1989). Role stress as a contributor to burnout in child care professionals. Child & Youth Care Quarterly, 18, 243-258. doi:10.1007/BF01083872
  • Carroll, D. (2001). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children, 34(2), 60-64. https://dsagsl.org/wp-content/uploads/2019/02/para-roles-and-responsiblities.pdf
  • Clifford, R., Barbarin, O., Chang, F., Early, D., Bryant, D., Howes, C., Pianta, R. (2005). What is pre-kindergarten? Characteristics of public pre-kindergarten programs. Applied Developmental Science, 9, 126–143.
  • Curby, T. W., Boyer, C., Edwards, T., Chavez, C. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education and Development, 23:640-653. doi:10.1080/10409289.2011.607361
  • Detroit Head Start (2016). Detroit Head Start Talent Strategy. https://cfsem.org/wpcontent/uploads/2017/11/detroitheadstart_educatorreport_0416_Final.pdf
  • Devecchi, C., Rouse, M. (2010). An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. British Journal of Learning Support, 25(2), 91-99. doi:10.1111/j.1467-9604.2010.01445.x
  • High Scope (2013). Program Quality Standart: Agency Items for Infant-Toddler and Preschool Programs. High Scope Press.
  • Kahramanoğlu, R., Ay, Y. (2013). Sınıf öğretmeni adaylarının özel alan yeterlik algılarının çeşitli değişkenler açısından analizi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(2), 285-301.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Marshall, E. (2017). Identity, power, and conflict in preschool teaching teams (Doctoral dissertation, Brigham Young University). https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?Article=7714&context=etd
  • Martin, S., Meyer, J., Jones, R. C., Nelson, L., Ting, L. (2010). Perceptions of professionalism among individuals in the childcare field. Child Youth Care Forum, 39, 341 349. doi:10.1007/s10566-101-9107-5
  • Moran, A., Abbott, L. (2002). Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland. European Journal of Special Needs Education, 17, 161-173. doi:10.1080/08856250210129074
  • Newstrom, J. W., Davis, K. (1993). Organizational behavior: Human behavior at work. New York, NY: McGraw Hill. Oklahoma Deparment of Human Services Child Care Services (2018). Licensing requirements for child care programs. http://www.okdhs.org/OKDHS%20Publication%20Library/14-05.pdf
  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied Developmental Science, 9, 144–159.
  • Riggs, C. G., Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. The Journal of Special Education, 35, 54-62.
  • Rubie-Davies C. M., Blatchford P., Webster R., Koutsoubou M. Bassett P. (2010) Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21:4, 429-449, DOI: 10.1080/09243453.2010.512800
  • Sosinsky, L. S., Gilliam, W. S. (2011). Assistant teachers in prekindergarten programs: What roles do lead teachers feel assistants play in classroom management and teaching?. Early Education & Development, 22(4), 676-706.
  • Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34, 50-57. doi:10.1111/j.1467-8578.2007.00453.
  • Texas City Independent School District (2016). Head Start Teacher Assistant. https://www.tcisd.org/uploaded/Departments/Human_Resources/Job_Descriptions/Head_Start_Teacher_Assistant_Job_Description_2013.pdf
  • Venugopal, V. (2016). Head Start teachers' beliefs and practices in early science education. Michigan State University. Human Development and Family Studies.
  • Zigler, E., Gilliam, W. S., Jones, S. M. (Eds.). (2006). A vision for universal preschool education. New York, NY: Cambridge University Press.

Teachers' Views on Duties And Responsibilities of Assistant Teachers in Preschool Education Institutions

Yıl 2020, Cilt: 5 Sayı: 1, 16 - 28, 28.02.2020

Alper Yusuf Köroğlu , Mehmet Göle

Öz

This research is a descriptive study on screening model was conducted in order to determine pre-school teachers in Turkey views to the assistant teachers' duties and responsibilities. The study group consisted of 748 pre-school teachers with at least undergraduate degrees selected by random sampling method. As a data collection tool, a personal information form and a questionnaire about teachers' opinions about the duties and responsibilities of the assistant teachers prepared by the researchers were used. Descriptive and relational statistical techniques were used to interpret the data. Participants; 95.6% are women, 93.2% are bachelor's degree, 90.5% are preschool teachers, 57.1% are working in kindergarten, 49.2% are working in 49-60 month classes, The average age is 35.85 and the average number of students in their classes is 20.3. In addition, 97.5% of the participants stated that there is a compulsory need for assistant teachers in preschool education institutions, and 57.2% of them stated that assistant teachers should be selected from those who graduate from associate degree child development programs. Participants; assisting the teacher in the creation of a learning environment suitable for the development and safety of children, in the implementation of the planned activities, in the preparation of learning materials, in the organization of learning centers, in daily routines, in assisting children in clothes removal, body cleaning and dressing, in preparation for dinner and at meal times They stated that actions such as standing next to children were among the primary duties and responsibilities of the assistant teachers.

Anahtar Kelimeler

pre-school education assistant teaching teacher views

Kaynakça

  • Arlı, N., Nazik, M., H. (2004). Bilimsel araştırmaya giriş. (3. Baskı). Ankara: Gazi Kitabevi
  • Ashbaker, B. Y., Morgan, J. (2015). The paraprofessional's guide to effective behavioral ıntervention. Routledge.
  • Bloechliger, O. R., Bauer, G. F. (2016). Demands and job resources in the child care workforce: swiss lead teacher and assistant teacher assessments. Early Education And Development, 27:7, 1040-1059, DOI: 10.1080/10409289.2016.1154419
  • Bourke P. E. (2009). Professional development and teacher aides in inclusive education contexts: Where to from here?, International Journal Of Inclusive Education, 13:8, 817-827, DOI: 10.1080/13603110802128588
  • Bowman, B. T., Donovan, M. S., Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
  • Boyd, B. J., Pasley, B. K. (1989). Role stress as a contributor to burnout in child care professionals. Child & Youth Care Quarterly, 18, 243-258. doi:10.1007/BF01083872
  • Carroll, D. (2001). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children, 34(2), 60-64. https://dsagsl.org/wp-content/uploads/2019/02/para-roles-and-responsiblities.pdf
  • Clifford, R., Barbarin, O., Chang, F., Early, D., Bryant, D., Howes, C., Pianta, R. (2005). What is pre-kindergarten? Characteristics of public pre-kindergarten programs. Applied Developmental Science, 9, 126–143.
  • Curby, T. W., Boyer, C., Edwards, T., Chavez, C. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education and Development, 23:640-653. doi:10.1080/10409289.2011.607361
  • Detroit Head Start (2016). Detroit Head Start Talent Strategy. https://cfsem.org/wpcontent/uploads/2017/11/detroitheadstart_educatorreport_0416_Final.pdf
  • Devecchi, C., Rouse, M. (2010). An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. British Journal of Learning Support, 25(2), 91-99. doi:10.1111/j.1467-9604.2010.01445.x
  • High Scope (2013). Program Quality Standart: Agency Items for Infant-Toddler and Preschool Programs. High Scope Press.
  • Kahramanoğlu, R., Ay, Y. (2013). Sınıf öğretmeni adaylarının özel alan yeterlik algılarının çeşitli değişkenler açısından analizi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(2), 285-301.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Marshall, E. (2017). Identity, power, and conflict in preschool teaching teams (Doctoral dissertation, Brigham Young University). https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?Article=7714&context=etd
  • Martin, S., Meyer, J., Jones, R. C., Nelson, L., Ting, L. (2010). Perceptions of professionalism among individuals in the childcare field. Child Youth Care Forum, 39, 341 349. doi:10.1007/s10566-101-9107-5
  • Moran, A., Abbott, L. (2002). Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland. European Journal of Special Needs Education, 17, 161-173. doi:10.1080/08856250210129074
  • Newstrom, J. W., Davis, K. (1993). Organizational behavior: Human behavior at work. New York, NY: McGraw Hill. Oklahoma Deparment of Human Services Child Care Services (2018). Licensing requirements for child care programs. http://www.okdhs.org/OKDHS%20Publication%20Library/14-05.pdf
  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied Developmental Science, 9, 144–159.
  • Riggs, C. G., Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. The Journal of Special Education, 35, 54-62.
  • Rubie-Davies C. M., Blatchford P., Webster R., Koutsoubou M. Bassett P. (2010) Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement, 21:4, 429-449, DOI: 10.1080/09243453.2010.512800
  • Sosinsky, L. S., Gilliam, W. S. (2011). Assistant teachers in prekindergarten programs: What roles do lead teachers feel assistants play in classroom management and teaching?. Early Education & Development, 22(4), 676-706.
  • Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34, 50-57. doi:10.1111/j.1467-8578.2007.00453.
  • Texas City Independent School District (2016). Head Start Teacher Assistant. https://www.tcisd.org/uploaded/Departments/Human_Resources/Job_Descriptions/Head_Start_Teacher_Assistant_Job_Description_2013.pdf
  • Venugopal, V. (2016). Head Start teachers' beliefs and practices in early science education. Michigan State University. Human Development and Family Studies.
  • Zigler, E., Gilliam, W. S., Jones, S. M. (Eds.). (2006). A vision for universal preschool education. New York, NY: Cambridge University Press.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Alper Yusuf Köroğlu 0000-0002-8131-0021

Mehmet Göle 0000-0003-2826-1790

Yayımlanma Tarihi 28 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 5 Sayı: 1

Kaynak Göster

APA Köroğlu, A. Y., & Göle, M. (2020). Okul Öncesi Eğitim Kurumlarında Yardımcı Öğretmenlerin Görev ve Sorumluluklarına İlişkin Öğretmen Görüşleri. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 5(1), 16-28.