Observation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological study

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dc.authorid0000-0002-1796-6296en_US
dc.authorid0000-0001-7446-8480en_US
dc.authorid0000-0002-2766-2544en_US
dc.authorid0000-0001-7285-0336en_US
dc.contributor.authorİnönü, Gamze Nur
dc.contributor.authorÇelebi, Sema
dc.contributor.authorGülhan, Meryem
dc.contributor.authorAras, Selda
dc.date.accessioned2024-07-01T12:27:24Z
dc.date.available2024-07-01T12:27:24Z
dc.date.issued2024en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThis study aimed at understanding and investigating the lived experiences of early childhood teachers’ observation practices as a professional tool. Interpretative phenomenological approach was utilized to investigate participants’ experiences deeply from their lived experiences. The current study's participants consisted of five early childhood teachers selected through purposive sampling. The three-interview series involving three separate interviews with each participant was used for data collection and the data was analyzed by interpretative phenomenological analysis. The findings describe participant teachers’ observation practices that provide data, how teachers convert data into information, and how they use observational data for decision-making. This study aims to draw attention to the critical role of observation in data-based decision-making and pinpoints practical implications for early childhood teachers.en_US
dc.identifier.citationİnönü, G. N., Çelebi, S., Gülhan, M., ve Aras, S. (2024). Observation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological study. European Early Childhood Education Research Journal, 1-14.en_US
dc.identifier.endpage14en_US
dc.identifier.issn1350-293X
dc.identifier.scopus2-s2.0-85192520705
dc.identifier.scopusqualityQ1
dc.identifier.startpage1en_US
dc.identifier.urihttps://www.tandfonline.com/doi/epdf/10.1080/1350293X.2024.2349639?needAccess=true
dc.identifier.urihttps://hdl.handle.net/11468/28692
dc.identifier.wosWOS:001217073900001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorÇelebi, Sema
dc.language.isoenen_US
dc.publisherTaylor and Francisen_US
dc.relation.ispartofEuropean Early Childhood Education Research Journal
dc.relation.isversionof10.1080/1350293X.2024.2349639en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAssessmenten_US
dc.subjectData useen_US
dc.subjectData-based decision makingen_US
dc.subjectEarly childhood educationen_US
dc.subjectObservationen_US
dc.titleObservation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological studyen_US
dc.titleObservation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological study
dc.typeArticleen_US

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