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    Exploring Portuguese preschool educators' attitudes and practices on information and communication technology (ICT)
    (Springer, 2024) Akyar, Begum Canaslan; Monteiro, Angelica; Fernandes, Preciosa
    This study aims to explore preschool educators' attitudes towards to information and communication technology (ICT), its factors and implementation of ICT tools in preschool education by the educators. To this end, a mixed-method research approach was applied, comprising qualitative and quantitative data, collected using survey and field observation. The data, gathered from 58 preschool educators from the north of Portugal, were analysed by SPSS and the qualitative data gathered by five classroom observations analysed by thematic analysis method. Findings indicated that preschool educators have positive attitudes towards ICT integration in education regardless of age, years of teaching experience and attending professional course predictors. Additionally, educators use ICT tools as materials to enhance classroom activities, engage children, and conduct research with them. The results of this study reveal that preschool educators hold positive attitudes toward ICT and actively implement activities using ICT. However, educators are still the main users of ICT in the classroom. It was also observed that as these five classrooms lack the technological infrastructure, the educators usually rely on their personal resources. The lack of ICT resources could affect the independent use of ICT by the children. According to the findings, the study recommends that there are some schools in Portugal that lack ICT infrastructure. In order to overcome this situation, school leaders and policymakers should invest in ICT infrastructure in preschool institutions in Portugal that face a lack of ICT tools.
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    Investigating the Mentoring of Collaborative Teachers and Academic Supervisors in Pre-Service Early Childhood Education Teachers’ Teaching Experience
    (2020) Akyar, Begum Canaslan
    The current study aims to investigate the effectiveness of the collaborative teacher and academic supervisor’smentoring in practicum classes in early childhood education. The study is designed as qualitative research, and anunstructured interview form is used. Twelve pre-service teachers from early childhood education department whoparticipated in the school experience or practice teaching course are samples of the study. The results show that theguiding process is not efficient, especially for classroom management strategy. Additionally, inappropriate feedbackof collaborative teachers and academic supervisors do not help to develop pre-service in the profession. In addition,incompatibility between collaborative teachers’ and academic supervisors’ request is a problem for pre-serviceteachers in the practicum process. The study recommends that collaborative teachers and academic supervisors couldparticipate in a mentoring training program, and the collaborative teachers and academic supervisors could have ameeting before the teaching experience course.