Yazar "Capa-Aydin, Yesim" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs
    (Routledge Journals, Taylor & Francis Ltd, 2019) Cobanoglu, Rahime; Capa-Aydin, Yesim; Yildirim, Ali
    The developmentally appropriate practice (DAP) guideline offers professional standards for high quality practice in early childhood education in the United States and abroad. The present study examines how well the three aspects of teacher efficacy beliefs including self-efficacy for teaching, self-efficacy for parent involvement, and general teaching efficacy predict teacher beliefs about DAP as well as developmentally inappropriate practice (DIP) through structural equation modeling. The sample comprised 251 preschool teachers employed in public pre-primary schools in a metropolitan city in Turkey. Results indicated that general teaching efficacy was a significant predictor of teacher beliefs about DAP and DIP. Teacher self-efficacy for parent involvement significantly predicted teacher beliefs about DAP but not DIP. There was not any significant influence of teacher self-efficacy for teaching on teacher beliefs about DAP and DIP. This study overall suggests that teacher efficacy beliefs constitute one of the important sources of teacher beliefs about DAP.
  • [ X ]
    Öğe
    Teacher-child interaction quality in early childhood education: the impact of teacher beliefs
    (Routledge Journals, Taylor & Francis Ltd, 2023) Cobanoglu, Rahime; Capa-Aydin, Yesim; Yildirim, Ali
    This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was 'average' in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality observed in their classrooms. The study highlights the critical need to bridge the gap between teachers' beliefs and practices to improve the quality of early childhood education.