Views of Kindergarten and First-Grade Teachers on School Readiness

This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of Nat...

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Bibliographic Details
Published in:Theory and Practice in Child Development 2021-12, Vol.1 (1), p.1-24
Main Authors: Erkan, Nefise Semra, Elkin, Nurten, Kavgaoğlu, Derya, Ocal Dörterler, Sümeyye, Kerigan, Buse
Format: Article
Language:English
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Summary:This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “Semi-Structured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were analyzed by using the content analysis technique. In addition to this, the opinions of kindergarten and first-grade teachers on school readiness were included with direct quotations. As a result of this study, it was determined that kindergarten and first-grade teachers had similar and different opinions on school readiness. Recommendations were provided in line with the findings obtained.
ISSN:2791-9943
2791-9943
DOI:10.46303/tpicd.2021.2