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KOÇ TÜYLÜ, DEMET

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KOÇ TÜYLÜ

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2019 - 201912020 - 20211
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    Publication
    The evaluation of pre-service preschool teachers' experiences and views regarding integrated guided reading practices
    (Routledge Journals, Taylor & Francis Ltd, 2019-03-04) Bulunuz, Mizrap; BULUNUZ, MIZRAP; Koç, Demet; KOÇ TÜYLÜ, DEMET; Eğitim Fakültesi; 0000-0002-6650-088X; 0000-0002-6530-3171; L-3255-2019; AAH-6812-2020; K-1318-2019
    The aim of the study is to evaluate pre-service teachers' views and experiences regarding integrated guided reading practices in kindergarten. 66 senior pre-service teachers participated in the study. The views and experiences of the pre-service preschool teachers were analyzed qualitatively. The analysis of the interviews and observations revealed that guided reading practices allowing students to participate actively were influential in keeping students' learning skills active during the process. The opinions of the pre-service teachers and the observations of the researcher show that GR activities enabled the students to participate actively and that the activities were attention-drawing, interesting, and diverse. The children actively participated in the reading process from the start. The children actively displayed their listening, attention-paying, observing, problem-solving, and recognizing skills. Moreover, the children were observed to be eager to express their observations and experiences and to discuss and answer the addressed questions. The research results indicated a need for conducting studies devoted to promoting, implementing, exploring, and generalizing such practices in kindergarten education.
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    Publication
    The effect of the e-mentoring-based education program on professional development of preschool teachers
    (Springer, 2021-06-06) Erdoğan, Serap; Haktanır, Gelengül; Kuru, Nalan; Parpucu, Nurbanu; Tüylü, Demet Koç; KURU, NALAN; KOÇ TÜYLÜ, DEMET; Eğitim Fakültesi; Erken Çocukluk Eğitimi Programı; 0000-0003-3536-8238; 0000-0002-6530-3171; GEK-2664-2022 ; EAO-7808-2022
    The qualification of a preschool teacher is one of the important factors that determine the quality of preschool education. To increase the quality in education, teachers should be equipped with the necessary knowledge starting from pre-service training, and in-service training should support the upgrading of their knowledge. Thus, the aim of this study was to develop an e-Mentoring-Based Education Program (e-MENTE:PT) for preschool teachers and to test its effectiveness on their professional development during the in-service support period. The study used a design-based research approach. First, focus group interviews were conducted with one-hundred-and-five preschool teachers to find out their needs. Then, an e-MENTE:PT Program was developed based on these needs and devised to be used on the Canvas learning management system (LMS), which involves all opportunities of e-learning and allows one-to-one e-mentoring. The e-MENTE:PT Program involved twelve modules related to the pedagogical content knowledge of the preschool education program. Each module included contents, goals, module materials, e-books, videos, pre- and post-module evaluation questions, discussion questions, live lessons and e-portfolios, all of which were integrated in the LMS. Next, eighteen full-time and nine substitute voluntary teachers from five different provinces were selected as mentees by means of criterion sampling. Nine academicians working in these provinces acted as mentors and implemented the application, each working with two mentees for two months. Qualitative data were analysed by means of descriptive analysis and quantitative data were analysed by means of the Wilcoxon signed rank test. The research concluded that the e-MENTE:PT program supported preschool teachers' professional knowledge, learning environments and classroom applications, and an e-mentoring based teaching management system was effective on professional development.