Teacher in Reggio Emilia Approach: Educational Needs and Views
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Department of Educational Programs and Instruction, Near East University, Nicosia, N. CYPRUS
Online publish date: 2017-11-06
Publish date: 2017-11-06
EURASIA J. Math., Sci Tech. Ed 2018;14(1):279–290
This article has been presented in ICES 2017 - International Conference on Environmental Sciences & Educational Studies. This article belongs to the special issue " Interdisciplinary Research on the Environmental Education, Educational Studies in Sustainability & Instructional Technologies and Designs.
This study situates the educational needs of pre-school educators based on the essential aspects of the Reggio Emilia approach. A total of 156 pre-school educators agreed to participate in the study. The investigation combines both qualitative and quantitative research methods. The Reggio Emilia themed survey was conducted with the aim of gathering data on the educational needs related to the particular subject group. The survey consisted of two sections. The first part of the survey involved examining nine demographic factors, while the second part consisted of 49 Reggio Emilia based educational need items in total. All surveys were applied to the pre-school teachers’ face-to-face in order to increase the reliability level of the research. In the survey, the opinions of the teachers were consulted in order to evaluate their needs in terms of the Reggio Emilia approach. Statistical analysis of the gathered data demonstrated that all teachers’ have educational needs according to all of the determined dimensions of the approach. The dimensions included techniques, assessment and evaluation, tools and techniques and parental involvement in the survey. It was found that vocational seniority, vocational placement and family involvement matters affected the educational needs of the teachers’ in various ways based on the approach.
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