Selda Aras
Biographic Data
| ID | 9694212 |
|---|---|
| NAME | Selda Aras |
| GIVEN NAMES | Selda |
| FAMILY NAME | Aras |
| SIGNATURE | ARAS Ş |
| AFFILIATIONS | Hacettepe University |
| ORCID | 0000-0001-7285-0336 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reflecting on free play
This study explored early childhood teachers’ professional noticing during free play using video-stimulated recall interviews and a phenomenological approach to understand their reflections. Seven teachers recorded free play times and later reflected on their interactions and roles. Using a tagging tool, teachers paused videos at significant moments, enabling them to observe their practices from an external perspective and critically examine thei…
Out-of-field early childhood teachers’ perceived identity and capacity
Out-of-field teaching is considered a process that can challenge teachers’ professional identity and sense of competence. Given the limited number of studies on out-of-field early childhood teachers, this study aimed to examine self-reported changes in out-of-field early childhood teachers’ perceived identity and perceived capacity over a three-year implementation of a professional development process in a municipality-supported early childhood c…
Role of mentoring as a pathway for professional growth in early childhood teacher education
While mentoring has seen a surge of interest in the field of professional development, there has been a scarcity of research on its role in early childhood teacher education. The aim of this study is to contribute to the development of knowledge about mentoring as a potential driver of professional learning for pre-service early childhood teachers. By adopting a theoretical perspective of Community of Practice, this article reports the findings o…
Observation as a professional tool for early childhood teachers’ inquiry habit of mind
This study aimed at understanding and investigating the lived experiences of early childhood teachers’ observation practices as a professional tool. Interpretative phenomenological approach was utilized to investigate participants’ experiences deeply from their lived experiences. The current study's participants consisted of five early childhood teachers selected through purposive sampling. The three-interview series involving three separate inte…
Reconceptualising the role of the child portfolio in assessment
Although the concept of assessment as learning has important educational and practical implications, the utilisation and creation of contexts for assessment as learning in early childhood education are contemporary issues that need to be clarified. The overall goal of this work is to reconceptualise the role of the child portfolio as a tool for promoting assessment as learning in early childhood education. This theoretical framework provides some…
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Reconceptualising the role of the child portfolio in assessment
Although the concept of assessment as learning has important educational and practical implications, the utilisation and creation of contexts for assessment as learning in early childhood education are contemporary issues that need to be clarified. The overall goal of this work is to reconceptualise the role of the child portfolio as a tool for promoting assessment as learning in early childhood education. This theoretical framework provides some…
Role of mentoring as a pathway for professional growth in early childhood teacher education
While mentoring has seen a surge of interest in the field of professional development, there has been a scarcity of research on its role in early childhood teacher education. The aim of this study is to contribute to the development of knowledge about mentoring as a potential driver of professional learning for pre-service early childhood teachers. By adopting a theoretical perspective of Community of Practice, this article reports the findings o…
Observation as a professional tool for early childhood teachers’ inquiry habit of mind
This study aimed at understanding and investigating the lived experiences of early childhood teachers’ observation practices as a professional tool. Interpretative phenomenological approach was utilized to investigate participants’ experiences deeply from their lived experiences. The current study's participants consisted of five early childhood teachers selected through purposive sampling. The three-interview series involving three separate inte…
Reflecting on free play
This study explored early childhood teachers’ professional noticing during free play using video-stimulated recall interviews and a phenomenological approach to understand their reflections. Seven teachers recorded free play times and later reflected on their interactions and roles. Using a tagging tool, teachers paused videos at significant moments, enabling them to observe their practices from an external perspective and critically examine thei…
Out-of-field early childhood teachers’ perceived identity and capacity
Out-of-field teaching is considered a process that can challenge teachers’ professional identity and sense of competence. Given the limited number of studies on out-of-field early childhood teachers, this study aimed to examine self-reported changes in out-of-field early childhood teachers’ perceived identity and perceived capacity over a three-year implementation of a professional development process in a municipality-supported early childhood c…
Early childhood (5 works) · Early childhood education (5 works) · Early Childhood Education and Development (3 works) · Professional development (3 works) · Qualitative research (3 works) · Teacher Education and Leadership Studies (3 works) · Child development (2 works) · Developmental psychology (2 works) · Faculty Development (2 works) · Interpretative phenomenological analysis (2 works)