Teachers' and Parents' Views on the Reflections of the 2024 Turkey Century Education Model on the Preschool Education Process, Family Participation Practices, School Climate, and the Innovations it Brings

Abstract

The purpose of this study is to examine the reflections of the implementation of the Turkey Century Education Model in preschool education on the educational process, family participation practices, and school climate based on the experiences of teachers and parents, and to reveal the general opinions and evaluations of teachers and parents regarding the model. In this study, the phenomenology design, one of the qualitative research designs, was used. The sample for the study was determined using purposive sampling from preschool education institutions in the Gaziantep city center where the Turkey Century Education Model is implemented. The research, which ensured diversity by selecting participants from different socioeconomic regions, was conducted with 15 preschool teachers and 15 parents. Research data were collected using a "Semi-Structured Interview Form." The collected data were analyzed using content analysis techniques. According to the research results, the activity contents implemented within the scope of the model are supportive of children's skills, national culture, and values, and in this context, children's development is progressing positively. It was stated that the model is quite functional in terms of family participation and that active participation is ensured in this context. However, the parents and teachers who participated in the research stated that their knowledge and skills regarding the model were insufficient.