Online Course Adaptation Process of Suzuki Early Childhood Education Program

Autor/in	Sever, Gülsah
Titel	Online Course Adaptation Process of Suzuki Early Childhood Education Program
Quelle	In: Turkish Journal of Education, 10 (2021) 3, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sever, Gülsah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-2858
Schlagwörter	Music Education; Infants; Toddlers; Educational Technology; Technology Uses in Education; Online Courses; Teaching Methods; Parent Participation; Interaction; Barriers; Teacher Attitudes; Preschool Teachers; Conventional Instruction + Suchen Sie Ihr Suchwort? Musikerziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Interaktion; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	The global pandemic has caused some sudden changes in education. The Suzuki Early Childhood Education (SECE), which aims at the musical education of babies (0-3) and conducts the lessons face-to-face, is one of the areas most affected by the pandemic. Due to the nature of babies, in these lessons, where digital technology is rarely involved, questions emerged about how the process is managed. The purpose of this research is to identify SECE teachers' views on online courses and their practices. Qualitative research method was used in the research. The researcher attended online classes organized by the Mexico Suzuki Association and made interviews. Content analysis was performed. It was found that online adaptation was easy due to the systematic structure of the SECE; in addition, managing the process was convenient thanks to the active participation of the parent; however, playing together, interaction, learning from each other and group studies could not be done as required; finally, there were deficiencies in tone and aural studies due to the lack of instruments. Overall, teachers were found to prefer face-to-face and interactive education. (As Provided).
Anmerkungen	Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01