Teacher Opinions on Family Involvement and Assessment Practices of the MoNE 2002, 2006, and 2013 Preschool Education Curricula


DURMUŞOĞLU M. C.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.37, no.2, pp.654-668, 2022 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 37 Issue: 2
  • Publication Date: 2022
  • Doi Number: 10.16986/huje.2021066835
  • Journal Name: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Journal Indexes: Emerging Sources Citation Index, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.654-668
  • Keywords: Preschool education curriculum, practices of parental involvement, practices of family involvement, practices of curriculum assessment, SCHOOL

Abstract

Qualified and effective preschool education programs cover many dimensions. Family involvement and assessment dimensions are two of these dimensions. While the family participation dimension enables families to participate in education by taking responsibility in the education of their children, it also supports their development as effective parents. The dimensioning of the program includes the assesment of the children, program and the teacher herself. The literature includes studies involving the opinions of preschool teachers on different issues regarding the Ministry of National Education (MoNE) Preschool Education Curricula. However, there is no historical study examining teacher opinions on family involvement and assessment practices considering the MoNE 2002, 2006, and 2013 Preschool Education Curricula. Therefore, this study aimed at examining teachers' opinions on the family involvement and assessment practices of the MoNE 2002, 2006, and 2013 Preschool Education Curricula. Interview method among qualitative research models was used in this study. The data were collected using "Teacher Personal Information Form" and "Teacher Interview Form". The population of this study consisted of the 40 preschool teachers working in kindergartens and preschools in Ankara between 2003-2004 and 2015-2016 academic years. The sample of the study consists of 40 preschool teachers who worked in official kindergarten and kindergartens affiliated to MEB in eight district centers of Ankara province in the academic years of 2003-2004 and 2015-2016. Descriptive analysis was used to analyze the data obtained from the opinions of preschool teachers on the practices of family involvement and practices of curricula assesment. Over the years, the preschool teachers participating in the study have adopted a positive opinion that families are more participatory and conscious about the family involvement practices of the programs, and that more effective and alternative assessment methods were used in the assessment practices.