WHO IS A GOOD PRESCHOOL TEACHER? PERCEPTIONS OF KINDERGARTEN ADMINISTRATORS, PRESCHOOL TEACHERS, PROSPECTIVE PRESCHOOL TEACHERS AND PARENTS ON THE CHARACTERISTICS OF A GOOD PRESCHOOL TEACHER

Abstract

The present study aims to investigate perceptions of kindergarten administrators, preschool teachers, prospective preschool teachers and parents on the characteristics of a good preschool teacher. The phenomenology design was used in the study as a qualitative research design. 11 kindergarten administrators working in kindergartens in a city center located in the Central Anatolia Region, 17 preschool teachers, 21 prospective preschool teachers continuing their training in the same city and 21 parents whose children attend kindergarten participated in the study. An interview form consisted of semi-structured interview questions was used as a data collection tool. The collected data were analyzed by descriptive and content analysis methods. Findings of the study revealed participants' expressions regarding their perception about a good preschool teacher's personal characteristics, professional characteristics and approaches towards the child. Participants stated that the rationales for being a good teacher are to have a child-centered approach as well as the professional characteristics and the experience. In order to be a good preschool teacher; participants suggested that a professional development should be provided to teachers, the teacher should have a child-centered approach, teacher's personal characteristics should be taken into account, pre-service education should be efficient, attention must be paid to teacher's professional attitudes and a cooperation with the parents should be established.