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Autor/inn/en | Yuksel-Arslan, Pelin; Yildirim, Soner; Robin, Bernard Ross |
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Titel | A Phenomenological Study: Teachers' Experiences of Using Digital Storytelling in Early Childhood Education |
Quelle | In: Educational Studies, 42 (2016) 5, S.427-445 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-5698 |
DOI | 10.1080/03055698.2016.1195717 |
Schlagwörter | Phenomenology; Early Childhood Education; Story Telling; Teaching Experience; Electronic Learning; Teacher Workshops; Faculty Development; Interviews; Focus Groups; Class Activities; Teaching Methods; Observation; Kindergarten; Preschool Teachers; Qualitative Research Phenomenological psychology; Phänomenologie; Psychologie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Qualitative Forschung |
Abstract | This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children's learning environments. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |