A Qualitative Research on Active Learning Practices in Pre-school Education

Serpil Pekdoğan, Mehmet Kanak

Abstract


In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children’s development, it can be said that determining pre-service pre-school teachers’ views about this topic will create a difference in the progress of the education system from the traditional model to the modern model and, most importantly, in providing children with better learning experiences. Taking this idea as a basis, the present study aims to explore the use of active learning practices in pre-school education based on pre-service pre-school teachers’ views. The research data were obtained via semi-structured interview form and analyzed through content analysis. 30 pre-service teachers attending the third grade at the department of pre-school education participated in the study. The research findings indicate that the pre-service teachers think with regard to active learning practices in pre-school education that active learning practices in which teachers guide and support children’s learning and a lot of activity processes are offered in a balanced and holistic way should be carried out in well-equipped classrooms that provide children with an area of movement.


Full Text:

PDF


DOI: https://doi.org/10.11114/jets.v4i9.1713

Refbacks

  • There are currently no refbacks.




Paper Submission E-mail: jets@redfame.com

Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

Copyright © Redfame Publishing Inc.

To make sure that you can receive messages from us, please add the 'redfame.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

-------------------------------------------------------------------------------------------------------------------------------------------------------------