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    Observation as a professional tool for early childhood teachers' inquiry habit of mind: an interpretative phenomenological study
    (Routledge Journals, Taylor & Francis Ltd, 2024) Inonu, Gamze Nur; Celebi, Sema; Gulhan, Meryem; Aras, Selda
    This 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.
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    Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers
    (Routledge Journals, Taylor & Francis Ltd, 2024) Sahin, Figen; Yilmaz, Arif; Buldu, Mehmet; Aras, Selda; Buldu, Metehan; Akgul, Esra
    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.