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Okul Öncesi Öğretmenlerinin Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programına İlişkin Düşüncelerinin İncelenmesi.

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Title: Okul Öncesi Öğretmenlerinin Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programına İlişkin Düşüncelerinin İncelenmesi.
Alternate Title: Examining the Thoughts of Preschool Teachers on the Turkey Century Education Model Preschool Education Program.
Authors: FIRAT, Zehra Saadet1 zehra.ozdemir@atauni.edu.tr
Source: Journal of Gazi Faculty of Education (JoGEF). 12/1/2025, Vol. 45 Issue 3, p749-764. 17p.
Subject Terms: *Preschool education, *Values education, *Teacher training, *Educational programs, *Educational planning, *Teacher attitudes, *Qualitative research
Abstract (English): This study aims to determine the teacher lists for the Turkish Century Education Model (TCEM) Preschool Education Program, which began implementation in the 2024-2025 academic year, and to highlight the similarities and differences between this program and the 2013 preschool education program. TCEM differs from previous programs in its skill capacity structure, value-oriented approach, and holistic development understanding, and will emphasize the teacher's perspective on the program. The research was conducted using a qualitative design, with semi-structured interviews conducted with 20 preschool teachers working in the city centre of Erzurum, selected by purposeful sampling. Data were analysed using content analysis, and codes and themes were independently tested and presented. The findings indicate that the teachers generally evaluate the regulatory TCEM program positively, particularly highlighting the contributions of values education, cultural content and skills based approach to children's development. However, challenges arise from a lack of conceptual clarity, increasing paperwork, limited in-service training, the intensity of the evaluation processes, and technological deficiencies. The emphasis on family and societal distribution is also adequately supported. In conclusion, improving the guidance materials for teachers, increasing the in-service training opportunities, and simplifying evaluation processes are suggested to enhance the effectiveness of the program. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu araştırmanın amacı, 2024-2025 eğitim-öğretim yılında uygulanmaya başlanan Türkiye Yüzyılı Maarif Modeli (TYMM) Okul Öncesi Eğitim Programı'na ilişkin öğretmen görüşlerini belirlemek ve programın 2013 okul öncesi eğitim programı ile benzerlik ve farklılıklarını ortaya koymaktır. TYMM, beceri temelli yapısı, değer odaklı yaklaşımı ve bütüncül gelişim anlayışı ile önceki programlardan ayrılmakta olup, öğretmen görüşleri programın işlevselliğini değerlendirmek açısından önem taşımaktadır. Araştırma nitel desende yürütülmüş, amaçlı örnekleme ile seçilen Erzurum il merkezinde görev yapan 20 okul öncesi öğretmeni ile yarı yapılandırılmış görüşmeler yapılmıştır. Veriler içerik analiziyle çözümlenmiş, kod ve temalar bağımsız araştırmacılar tarafından karşılaştırılarak oluşturulmuştur. Bulgular, öğretmenlerin TYMM programını genel olarak olumlu değerlendirdiğini; özellikle değerler eğitimi, kültürel içerik ve beceri temelli yaklaşımın çocukların gelişimine katkı sağladığını düşündüklerini göstermektedir. Bununla birlikte, kavramsal netlik eksikliği, artan evrak yükü, sınırlı hizmet içi eğitimler, değerlendirme süreçlerinin yoğunluğu ve teknoloji entegrasyonundaki yetersizlikler uygulamada güçlük yaratmaktadır. Aile ve toplum katılımı vurgusunun da uygulamada yeterince desteklenmediği görülmüştür. Sonuç olarak, öğretmenlere yönelik rehberlik materyallerinin güçlendirilmesi, hizmet içi eğitimlerin artırılması ve değerlendirme süreçlerinin sadeleştirilmesi programın etkililiğini artırmak için önerilmektedir. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study aims to determine the teacher lists for the Turkish Century Education Model (TCEM) Preschool Education Program, which began implementation in the 2024-2025 academic year, and to highlight the similarities and differences between this program and the 2013 preschool education program. TCEM differs from previous programs in its skill capacity structure, value-oriented approach, and holistic development understanding, and will emphasize the teacher's perspective on the program. The research was conducted using a qualitative design, with semi-structured interviews conducted with 20 preschool teachers working in the city centre of Erzurum, selected by purposeful sampling. Data were analysed using content analysis, and codes and themes were independently tested and presented. The findings indicate that the teachers generally evaluate the regulatory TCEM program positively, particularly highlighting the contributions of values education, cultural content and skills based approach to children's development. However, challenges arise from a lack of conceptual clarity, increasing paperwork, limited in-service training, the intensity of the evaluation processes, and technological deficiencies. The emphasis on family and societal distribution is also adequately supported. In conclusion, improving the guidance materials for teachers, increasing the in-service training opportunities, and simplifying evaluation processes are suggested to enhance the effectiveness of the program. [ABSTRACT FROM AUTHOR]
ISSN:31085342