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Okul Öncesi Öğretmenlerin Okul Öncesi Dönemde Yabancı Dil Eğitiminin Uzaktan Eğitim İle Desteklenmesi Üzerine Algı ve Görüşleri

Yıl 2023, Cilt: 7 Sayı: 3, 91 - 103, 30.11.2023

Hatice Kubra Koç

Öz

Uzaktan eğitime olan ihtiyacın artması ve gelişen yönleri ile uzaktan eğitim uygulamaları çeşitli kademelerdeki tüm eğitimciler için daha önemli hale gelmiştir. Uzaktan eğitim açısından okul öncesi eğitim en hayati adımlardan biridir. Ayrıca örgün eğitimin ilk yıllarında yabancı dil edinilmesinin gerekliliği de yıllardır tartışılan bir diğer konu olmuştur. Bu bakış açısıyla, bu çalışma, okul öncesi öğretmenlerinin okul öncesi çocuklara uzaktan eğitim yoluyla yabancı dil öğretimine ilişkin görüş ve algılarını belirlemeyi amaçlamaktadır. Araştırmanın temel amacına ulaşmak için 2022-2023 eğitim-öğretim yılında Türkiye'nin Erzincan il merkezinde anaokulları, özel kreşler ve gündüz bakımevlerinde görev yapan 84 okul öncesi öğretmeni, maksimum çeşitlilik örnekleme yöntemi kullanılarak seçilmiştir. Araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu aracılığıyla sorular sorulmuş ve veriler nitel araştırma analiz yöntemleri kullanılarak analiz edilmiştir. Yüz yüze görüşmeler yoluyla veri toplandıktan sonra ana kodlar tanımlanarak sonuçlar sunulmuştur. Araştırma sonucunda okul öncesi öğretmenlerinin uzaktan eğitim uygulamalarından dolayı bazı ortak sorunlarla karşılaştıkları sonucuna ulaşılmıştır. Ayrıca, okul öncesi öğretmenlerin okul öncesi çocuklara yabancı dil öğretimi noktasında farkındalıklarının yüksek olduğu belirlenmiş, ancak yabancı dil eğitiminin bu dönemde etkili bir şekilde nasıl sunulacağı konusunda destek almalarının gerekli olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Uzaktan eğitim okul öncesi öğretmeni yabancı dil öğretimi okul öncesi öğrencileri

Kaynakça

  • Aguilar-Farias, N., Toledo-Vargas, M., Miranda-Marquez, S., Cortinez-O’Ryan, A., Cristi-Montero, C., Rodriguez- Rodriguez, F., Martino- Fuentealba, P., Okely, A.D. & del Pozo Cruz, B. (2021). Sociodemographic predictors of changes in physical activity, screen time, and sleep among toddlers and preschoolers in chile during the COVID-19 pandemic. International Journal of Environmental Research Public Health, 18 (1), 176-189.
  • Alan, Ü. (2021). Distance education during the COVID-19 pandemic in Turkey: Identifying the needs of early childhood educators. Early Childhood Education Journal, 49(5), 987-994.
  • Alexiou, T. (2021). Special issue: Innovations and trends in early foreign language context. Research Papers in Language Teaching and Learning, 11(1), 6-10.
  • Aral, N., & Kadan, G. (2021). Pandemi sürecinde okul öncesi öğretmenlerinin yaşadıkları problemlerin incelenmesi. KAEÜ Sağlık Bilimleri Dergisi 1(2), 99-114.
  • Atabey, D. (2021). COVID-19 from the perspective of preschool prospective teachers: What can we do for children?. International Journal on Social and Education Sciences (IJonSES), 3(1), 82-94.
  • Barnett, S., Jung, K. & Nores, M. (2020). Young children's home learning and preschool participation experiences during the pandemic. NIEER 2020 Preschool Learning Activities Survey: Technical Report and Selected Findings. Updated. National Institute for Early Education Research.
  • Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. European Early Childhood Education Research Journal, 29(1), 109-124.
  • Bayyurt, Y. (2013). 4+4+4 Eğitim sisteminde erken yaşta yabancı dil eğitimi. 1. Yabancı Dil Eğitimi Çalıştayı Bildirileri (Ankara), 1, 115 -125.
  • Bland, J. (Ed.). (2015). Teaching English to young learners. Critical issues in language teaching with 3-12 year olds. London: Bloomsbury Academic.
  • Can, E., & Kılıç, Ş. (2019). Okul öncesi eğitim: Temel sorunlar ve çözüm önerileri. Milli Eğitim Dergisi, 48(1), 483-519.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
  • Chu, Y. W. (2014). Teachers’ Belief in teaching English for kids at a kindergarten: A casestudy of students from the department of applied English. English Language Teaching, 7(10), 100-112.
  • Cingi, M. (2021). Okul öncesi öğretmen adaylarının yabancı dil eğitimi ve yaşantı odaklı yabancı dil eğitimine ilişkin görüşleri(Doktora Tezi). Kastamonu Üniversitesi, Kastamonu.
  • Cömert, D., & Güleç, H. (2004). The signifcance of family participation in the pre-school institutions: Teacher- family- child and institution. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 6(1), 131–145.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Çetintaş, B. G., & Yazıcı, Z. (2016). Erken çocukluk döneminde anaokulu ve anasınıflarında iki dilli eğitim uygulamaları ve deneyimleri üzerine öğretmen görüşleri. Mediterranean Journal of Humanities, VI (2): 173-187.
  • Çobanoğlu, N . (2020). Ethics of ındividual, professional, social, scientific and politic is questioned by COVID-19 pandemi. Anatolian Clinic the Journal of Medical Sciences, 25(Supplement 1), 36-42.
  • Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of early childhood education and care teachers’ experinece surrounding education during the COVID-19 pandemic. Australasian Journal of Early Childhood, 45(4): 36–347.
  • Dönmez, G., Koral, Ü., & Akbulut, A. (2021). COVID-19 salgını döneminde okul öncesi eğitime yönelik veli beklentileri. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 6(2), 148-164.
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124.
  • Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: Palmer.
  • Gass, S. M., & Selinker, L. (1994). Second language acquisition: An introductory course. USA: Lawrence Erlbaum Associates, Inc.
  • Gibbs, G.R. (2007). Analysing qualitative data. London: SAGE Publications.
  • Güngör-Aytar, A., & Öğretir, A. D. (2008). Okul öncesi eğitim kurumlarındaki yabancı dil eğitimine ilişkin anne-baba ve öğretmen görüşlerinin incelenmesi. Kastamonu Eğitim Dergisi, 16(1), 13-30.
  • Gürsoy, E. & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations . Journal of Language and Linguistic Studies,14(2), 18-33 . Retrieved from, https://dergipark.org.tr/en/pub/jlls/issue/43364/527917.
  • Gürsoy, E., Korkmaz, Ş. Ç., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voices. Eurasian Journal of Educational Research, 53(A), 59-74.
  • Karagül, S., & Sen, E. (2021). Turkish teachers' attitudes towards distance learning during the COVID-19 pandemic. International Education Studies, 14(10), 53-64.
  • Krashen, S. (1973). Lateralization, language learning and critical period: Some new evidence. Language Learning , 23(1), 63-74.
  • Kuset, Ş., Özgem, K., Şaşmacıoğlu, E., & Güldal, Ş. (2021). Evaluation of the impact of distance education on children in preschool period: Teachers’ opinions. Near East University Online Journal of Education, 4(1), 78-87.
  • Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
  • Kazu, İ. Y., Kurtoğlu-Yalçın, C. K., & Yalçın, C. (2022). Yabancı dil öğretmenlerinin gözünden pandemi döneminde yabancı dil öğretimi. Milli Eğitim Dergisi, 51(234), 1661-1682.
  • Lin, Z. (2013). Language teachers’ attitudes, beliefs, Professional knowledge, and views on Professional development: An exploratory study at a preschool TEFL setting. TESOL J., 4, 55-82.
  • Lukas, B. A., & Yunus, M. M. (2021). ESL teachers' challenges in implementing e-learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20(2), 330-348.
  • Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic experienced by EFL learners. Arab World English Journal (AWEJ), 11(4), 351-362.
  • Murray, J. (2020) In a time of COVID-19 and beyond, the world needs early childhood educators. International Journal of Early Years Education, 28(4), 299-302.
  • Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. Academic Journal of English Language and Education, 4(2),115-140.
  • Nashir, M., & Laili, R. N. (2021). English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of COVID-19 outbreak. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 250-260.
  • Nasır, M. (2020). Impact of the 2019–20 Coronavirus pandemic on education. International Journal of Health Preferences Research, Istanbul Gelisim University, 1-12.
  • Özel, E., Konca, A. S., & Zelyurt, H. (2016). Okul öncesi öğretmen adaylarının yabancı dil eğitimine yönelik tutumlarının incelenmesi. Journal of Kirsehir Education Faculty, 17(1), 331-342.
  • Pamuk, D. K., & Bal, M. (2019). Okul öncesi öğretmenlerinin kapsayici eğitimde çocuklarin dil gelişim sürecine yönelik görüşlerinin belirlenmesi. Milli Eğitim Dergisi, 48(1), 737-754.
  • Plowman, L., Stevenson, O., McPake, J., Stephen, C., & Adey, C. (2011). Parents, pre-schoolers and learning with technology at home: Some implications for policy. Journal of Computer Assited Learning, 27, 361- 371.
  • Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. Journal of English Language Teaching and Linguistics, 5(3), 383-391.
  • Rakhmanina, L., Martina, F., Halolo, F. B., Syafryadin, S., & Noermanzah, N. (2020). Students’ perception on online English learning during COVID-19 pandemic era. Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, Dan Asing, 3(2), 428-439.
  • Sak, R., Şahin-Sak, İ. & Nas, E. (2020). Pandemi sürecinde okul öncesi eğitim. F. Tahnan ve H.İ. Özok (Ed). Pandemi ve eğitim. (s.161-189). Ankara: Anı Yayıncılık
  • Syahria, N. (2021). Teaching during COVID-19 pandemic: What should educators do to save nations’ educational crisis? Lectio: Journal of Language and Language Teaching, 1(1), 29-40.
  • Şahin, H. & Aykaç, N. (2022). Evaluation of foreign language teachers’s opinions about the problems experienced in distance education during the covid-19 pandemic. Trakya Journal of Education, 12(2), 1087-1105.
  • Şener, B., Ertem, İ. S., & Meç, A. (2020). Online teaching experiences of ELT instructors. Journal of Educational Technology and Online Learning, 3(3), 340-362.
  • Taşçı, S. (2021). Evaluation of emergency distance language education: Perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 286-300.
  • UNESCO. (2020). New drive to protect early childhood education in the context of the COVID-19 crisis 2020. Retrieved from: https://en.unesco.org/news/new-drive-protect-early-childhood-education-context-covid-19- crisis.
  • Uslu, B. (2020). From preschool to elementary 4th grade: The follow-up study of the effect of life focused foreign language acquisition program. International Journal of Research in Education and Science (IJRES), 6(2), 273-283.
  • Vuorinen, T. (2020). ‘It’s in my interest to collaborate … ’ – Parents’ views of the process of interacting and building relationships with preschool practitioners in Sweden. Early Child Development and Care, 1-13. doi: 10.1080/03004430.2020.1722116
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early childhood education journal, 49(5), 947-963.

The Preschool Teachers’ Perceptions and Views on Foreign Language Teaching via Distance Education for Preschoolers

Yıl 2023, Cilt: 7 Sayı: 3, 91 - 103, 30.11.2023

Hatice Kubra Koç

Öz

With the increasing need for distance education and developing aspects, distance education practices have become more significant for all educators in various levels. In terms of distance education, preschool education is one of the most vital steps. Further, the necessity of acquiring a foreign language during the early years of formal education has been another popular discussion for many years. Within these perspectives, this study aims to determine the preschool teachers’ views and perceptions on teaching a foreign language to preschoolers via distance education. In order to reach the main research objective, 84 preschool teachers working in public kindergartens, private nurseries and preschools were selected using the maximum variation sampling method in the city center of Erzincan, Türkiye during the 2022-2023 academic year. Questions were asked via a semi-structured interview form, developed by the researcher, and the data was analysed using qualitative research analysis methods. After collecting data through face-to-face interviews, the results were presented by defining the main codes. At the end of the study, it was concluded that the preschool teachers face some common problems because of their distance education practices. Further, they are aware of the importance of teaching a foreign language to preschoolers, but they wish to improve their teaching practices with the help of some training programs effectively to do so.

Anahtar Kelimeler

Distance education preschool teachers foreign language teaching very young learners

Kaynakça

  • Aguilar-Farias, N., Toledo-Vargas, M., Miranda-Marquez, S., Cortinez-O’Ryan, A., Cristi-Montero, C., Rodriguez- Rodriguez, F., Martino- Fuentealba, P., Okely, A.D. & del Pozo Cruz, B. (2021). Sociodemographic predictors of changes in physical activity, screen time, and sleep among toddlers and preschoolers in chile during the COVID-19 pandemic. International Journal of Environmental Research Public Health, 18 (1), 176-189.
  • Alan, Ü. (2021). Distance education during the COVID-19 pandemic in Turkey: Identifying the needs of early childhood educators. Early Childhood Education Journal, 49(5), 987-994.
  • Alexiou, T. (2021). Special issue: Innovations and trends in early foreign language context. Research Papers in Language Teaching and Learning, 11(1), 6-10.
  • Aral, N., & Kadan, G. (2021). Pandemi sürecinde okul öncesi öğretmenlerinin yaşadıkları problemlerin incelenmesi. KAEÜ Sağlık Bilimleri Dergisi 1(2), 99-114.
  • Atabey, D. (2021). COVID-19 from the perspective of preschool prospective teachers: What can we do for children?. International Journal on Social and Education Sciences (IJonSES), 3(1), 82-94.
  • Barnett, S., Jung, K. & Nores, M. (2020). Young children's home learning and preschool participation experiences during the pandemic. NIEER 2020 Preschool Learning Activities Survey: Technical Report and Selected Findings. Updated. National Institute for Early Education Research.
  • Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. European Early Childhood Education Research Journal, 29(1), 109-124.
  • Bayyurt, Y. (2013). 4+4+4 Eğitim sisteminde erken yaşta yabancı dil eğitimi. 1. Yabancı Dil Eğitimi Çalıştayı Bildirileri (Ankara), 1, 115 -125.
  • Bland, J. (Ed.). (2015). Teaching English to young learners. Critical issues in language teaching with 3-12 year olds. London: Bloomsbury Academic.
  • Can, E., & Kılıç, Ş. (2019). Okul öncesi eğitim: Temel sorunlar ve çözüm önerileri. Milli Eğitim Dergisi, 48(1), 483-519.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
  • Chu, Y. W. (2014). Teachers’ Belief in teaching English for kids at a kindergarten: A casestudy of students from the department of applied English. English Language Teaching, 7(10), 100-112.
  • Cingi, M. (2021). Okul öncesi öğretmen adaylarının yabancı dil eğitimi ve yaşantı odaklı yabancı dil eğitimine ilişkin görüşleri(Doktora Tezi). Kastamonu Üniversitesi, Kastamonu.
  • Cömert, D., & Güleç, H. (2004). The signifcance of family participation in the pre-school institutions: Teacher- family- child and institution. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 6(1), 131–145.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Çetintaş, B. G., & Yazıcı, Z. (2016). Erken çocukluk döneminde anaokulu ve anasınıflarında iki dilli eğitim uygulamaları ve deneyimleri üzerine öğretmen görüşleri. Mediterranean Journal of Humanities, VI (2): 173-187.
  • Çobanoğlu, N . (2020). Ethics of ındividual, professional, social, scientific and politic is questioned by COVID-19 pandemi. Anatolian Clinic the Journal of Medical Sciences, 25(Supplement 1), 36-42.
  • Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of early childhood education and care teachers’ experinece surrounding education during the COVID-19 pandemic. Australasian Journal of Early Childhood, 45(4): 36–347.
  • Dönmez, G., Koral, Ü., & Akbulut, A. (2021). COVID-19 salgını döneminde okul öncesi eğitime yönelik veli beklentileri. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 6(2), 148-164.
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124.
  • Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: Palmer.
  • Gass, S. M., & Selinker, L. (1994). Second language acquisition: An introductory course. USA: Lawrence Erlbaum Associates, Inc.
  • Gibbs, G.R. (2007). Analysing qualitative data. London: SAGE Publications.
  • Güngör-Aytar, A., & Öğretir, A. D. (2008). Okul öncesi eğitim kurumlarındaki yabancı dil eğitimine ilişkin anne-baba ve öğretmen görüşlerinin incelenmesi. Kastamonu Eğitim Dergisi, 16(1), 13-30.
  • Gürsoy, E. & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations . Journal of Language and Linguistic Studies,14(2), 18-33 . Retrieved from, https://dergipark.org.tr/en/pub/jlls/issue/43364/527917.
  • Gürsoy, E., Korkmaz, Ş. Ç., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voices. Eurasian Journal of Educational Research, 53(A), 59-74.
  • Karagül, S., & Sen, E. (2021). Turkish teachers' attitudes towards distance learning during the COVID-19 pandemic. International Education Studies, 14(10), 53-64.
  • Krashen, S. (1973). Lateralization, language learning and critical period: Some new evidence. Language Learning , 23(1), 63-74.
  • Kuset, Ş., Özgem, K., Şaşmacıoğlu, E., & Güldal, Ş. (2021). Evaluation of the impact of distance education on children in preschool period: Teachers’ opinions. Near East University Online Journal of Education, 4(1), 78-87.
  • Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
  • Kazu, İ. Y., Kurtoğlu-Yalçın, C. K., & Yalçın, C. (2022). Yabancı dil öğretmenlerinin gözünden pandemi döneminde yabancı dil öğretimi. Milli Eğitim Dergisi, 51(234), 1661-1682.
  • Lin, Z. (2013). Language teachers’ attitudes, beliefs, Professional knowledge, and views on Professional development: An exploratory study at a preschool TEFL setting. TESOL J., 4, 55-82.
  • Lukas, B. A., & Yunus, M. M. (2021). ESL teachers' challenges in implementing e-learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20(2), 330-348.
  • Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic experienced by EFL learners. Arab World English Journal (AWEJ), 11(4), 351-362.
  • Murray, J. (2020) In a time of COVID-19 and beyond, the world needs early childhood educators. International Journal of Early Years Education, 28(4), 299-302.
  • Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. Academic Journal of English Language and Education, 4(2),115-140.
  • Nashir, M., & Laili, R. N. (2021). English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of COVID-19 outbreak. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 250-260.
  • Nasır, M. (2020). Impact of the 2019–20 Coronavirus pandemic on education. International Journal of Health Preferences Research, Istanbul Gelisim University, 1-12.
  • Özel, E., Konca, A. S., & Zelyurt, H. (2016). Okul öncesi öğretmen adaylarının yabancı dil eğitimine yönelik tutumlarının incelenmesi. Journal of Kirsehir Education Faculty, 17(1), 331-342.
  • Pamuk, D. K., & Bal, M. (2019). Okul öncesi öğretmenlerinin kapsayici eğitimde çocuklarin dil gelişim sürecine yönelik görüşlerinin belirlenmesi. Milli Eğitim Dergisi, 48(1), 737-754.
  • Plowman, L., Stevenson, O., McPake, J., Stephen, C., & Adey, C. (2011). Parents, pre-schoolers and learning with technology at home: Some implications for policy. Journal of Computer Assited Learning, 27, 361- 371.
  • Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. Journal of English Language Teaching and Linguistics, 5(3), 383-391.
  • Rakhmanina, L., Martina, F., Halolo, F. B., Syafryadin, S., & Noermanzah, N. (2020). Students’ perception on online English learning during COVID-19 pandemic era. Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, Dan Asing, 3(2), 428-439.
  • Sak, R., Şahin-Sak, İ. & Nas, E. (2020). Pandemi sürecinde okul öncesi eğitim. F. Tahnan ve H.İ. Özok (Ed). Pandemi ve eğitim. (s.161-189). Ankara: Anı Yayıncılık
  • Syahria, N. (2021). Teaching during COVID-19 pandemic: What should educators do to save nations’ educational crisis? Lectio: Journal of Language and Language Teaching, 1(1), 29-40.
  • Şahin, H. & Aykaç, N. (2022). Evaluation of foreign language teachers’s opinions about the problems experienced in distance education during the covid-19 pandemic. Trakya Journal of Education, 12(2), 1087-1105.
  • Şener, B., Ertem, İ. S., & Meç, A. (2020). Online teaching experiences of ELT instructors. Journal of Educational Technology and Online Learning, 3(3), 340-362.
  • Taşçı, S. (2021). Evaluation of emergency distance language education: Perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 286-300.
  • UNESCO. (2020). New drive to protect early childhood education in the context of the COVID-19 crisis 2020. Retrieved from: https://en.unesco.org/news/new-drive-protect-early-childhood-education-context-covid-19- crisis.
  • Uslu, B. (2020). From preschool to elementary 4th grade: The follow-up study of the effect of life focused foreign language acquisition program. International Journal of Research in Education and Science (IJRES), 6(2), 273-283.
  • Vuorinen, T. (2020). ‘It’s in my interest to collaborate … ’ – Parents’ views of the process of interacting and building relationships with preschool practitioners in Sweden. Early Child Development and Care, 1-13. doi: 10.1080/03004430.2020.1722116
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early childhood education journal, 49(5), 947-963.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Öncesi Eğitim
Bölüm Makaleler
Yazarlar

Hatice Kubra Koç 0000-0003-2483-2330

Erken Görünüm Tarihi 30 Kasım 2023
Yayımlanma Tarihi 30 Kasım 2023
Gönderilme Tarihi 2 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 3

Kaynak Göster

APA Koç, H. K. (2023). The Preschool Teachers’ Perceptions and Views on Foreign Language Teaching via Distance Education for Preschoolers. International Primary Education Research Journal, 7(3), 91-103.
 Kapak Resmi İndir

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