https://orcid.org/0000-0001-5614-6883
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ABSTRACT
This study examined how a video-based professional development (VBPD) initiative influenced early childhood teachers’ practices. A purposive sample of 22 early childhood education teachers voluntarily participated in this study. The confidentiality of all participants was assured and their informed consent was obtained prior to the study. The design of the study was qualitative in nature and video based interventions were carried out during the research process. The study data was drawn from a larger study and collected through informal and semi-structured individual interviews. A constant comparative method of data analysis was utilised in the study. The themes identified in the data were guiding teachers’ practices; self-awareness and desire to improve. The teachers expressed that VBPD was supportive for instructional awareness, instructional assessment practices, and the quantity and quality of classroom interaction. Furthermore, from the teachers’ perspectives, the VBPD was found to improve their self-awareness and aid them in staying up-to-date professionally.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Figen Şahin
Figen Şahin is a faculty member at Gazi University, Department of Early Childhood Education, Turkey. Her research interests are early childhood curriculum and teacher education, professional development of teachers, pedagogical documentation, the Reggio Emilia Approach and early literacy.
Arif Yilmaz
Arif Yilmaz is an assistant professor of early childhood education at Hacettepe University in Ankara, Turkey. His research interests include pedagogical documentation, technology in early childhood, assessment in early childhood and library services to young children.
Mehmet Buldu
Mehmet Buldu has been working as an education specialist and manager at UNICEF in Turkey for over the past 7 years. Prior to joining UNICEF, he worked as a scholar, professor of education, research specialist, and teacher for over 14 years. He published over 20 articles and book chapters in peer-reviewed national and international research journals and books. He has studied, researched and taught education policy, early childhood and elementary education, teacher education, teacher professional development, programme and curriculum design, assessment of and for learning, program quality and children’s perceptions.
Selda Aras
Selda Aras is an assistant professor of early childhood education in the Department of Early Childhood Education at Hacettepe University, Turkey. Her research interests focus on pedagogical documentation practices in early years, assessment of young children’s development and learning, play based learning, action research and professional development.
Metehan Buldu
Metehan Buldu is an assistant professor in the Department of Early Childhood Education, Kırıkkale University, Turkey. He attended the Middle East Technical University, the Faculty of Education and received a Bachelor of Science degree in Early Childhood Education in 2007, a Master’s degree in 2010, and Ph.D. in 2016. He teaches undergraduate courses in early childhood education. His research focuses on assessment in early childhood education, teaching dispositions, and professional development.
Esra Akgül
Esra Akgül graduated from Middle East Technical University, Faculty of Education, Department of Early Childhood Education in 2012. She has her MA degree in Early Childhood Education and continues her PhD education at Hacettepe University Department of Early Childhood Education. Her study interests are children at-risk, child abuse and neglect, early intervention, social development of children, inclusive education, children with special needs and minority children.