INVESTIGATION OF THE OPINION, EXPECTATION AND METAPHORIC PERCEPTIONS OF PARENTS FOR PRESCHOOL EDUCATION – THE EXAMPLE OF MERSIN CITY, TURKEY

The purpose of this study is to examine opinions, expectations and metaphorical perceptions of parents about preschool education. In the research, cross-sectional design, one of the survey model types, was used. The sample of the study consists of 1080 parents, 873 of whom are females and 207 of them are males, whose students are living in the central districts of Mersin. The data of the research were collected by using Personal Information Form, Opinion and Expectation Determination Survey for Preschool Education, Open-ended Questions Form, Metaphoric Perception Determination Form. While the analysis of quantitative data was done with frequency and percentage calculations, content analysis was made for qualitative data. According to the results of the research, the parents stated that the education received in the preschool period will positively affect the future education of the children and they stated the necessity of providing training for foreign language education, art education in preschool education. Besides, it was determined that the parents send their children to preschool education institutions for general development. It was seen that the parents take into account such criteria as teacher efficiency, providing family attendance and the quality of physical conditions in an effective preschool education. It was determined that the priority of the parents was the gaining of social skills in preschool education. It was determined that the metaphorical senses of the parents focus on such words as sapling, the basement of the house, untreated dough, preparation for life about preschool education. Article visualizations

Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices