In Science and Maths Education, the Portfolio Implementations of Prospective Preschool Teachers

Belgin PARLAKYILDIZ^1,

¹Department of Preschool Teaching, Faculty of Education, Sabahattin Zaim University

Cite this paper:
Belgin PARLAKYILDIZ. In Science and Maths Education, the Portfolio Implementations of Prospective Preschool Teachers. American Journal of Educational Research. 2015; 3(10):1243-1252. doi: 10.12691/education-3-10-6

Abstract

Although the use of portfolio in the curriculum of teacher training and evaluation process is a common method, in recent years, it is a new trend in Turkey. The purpose of this study is to display the effectiveness of portfolio implementations and evaluations on the improvement of the teaching skills of prospective preschool teachers and set forth an approach on using portfolio not only as an assessment tool based on constructivist approach but also as a teaching tool in the process of science and math education in preschool education. In this study, collaborative action research is applied with a group of volunteer preschool teachers who worked with a university professor and staff development officer. The document examination and observation methods of qualitative research were employed in this study. The study was conducted with second grade prospective preschool teachers (n=49). For this study, prospective teachers were asked to design two original experiments and materials for science and math education for children at the age of 4-6, to perform these experiments by them and children in a period of 14 weeks; and to perform these experiments at home and kindergarten in compliance with the target achievements. The experiments designed by prospective teachers were discussed with other prospective teachers in terms of being safe, economic and practicable. The experiments were performed by prospective teachers for two times; first at home and kindergarten, then at science classes. After the process of experiments and the applications of materials, the feedback obtained from children were re-evaluated by prospective teachers. Finally, the prospective teachers were asked to prepare portfolio involving their self-assessment regarding each step of the implementation process. As a result of this study, under the lights of portfolio implementations and evaluations, the improvement of the teaching skills of the preschool teachers was observed in terms of being reflective practitioners, making progress on school wide priorities and building professional culture. Finally, an approach was set forth towards the use of portfolio in the process of teacher training which paves the way for the usability of cognitive life skills at the highest level for teachers and suggestions were made.

Keywords:
preschool science and math education portfolio experiment material

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