Examining the relationship between pre-school teachers' learning performance from mistakes and their epistemological beliefs

In the preschool period, children try to learn new knowledge and skills by examining the environment and events with curiosity and by making experiments. During these attempts, they make mistakes. The purpose of this thesis research is to examine the relationship between preschool teachers' performance of learning from mistakes and their epistemological beliefs. The research was conducted with a combined convergence mixed method paradigm of both qualitative and quantitative methods. In the qualitative dimension of the study, 4 different pre-school teachers working in an independent kindergarten in Çanakkale City Center in the 2018-2019 academic year were observed in different activities without structured research, and 32 preschool teachers were interviewed in structured interviews with questions about mistakes and epistemological beliefs. deep brain of belonging has been reached. In the quantitative dimension of the study, "Epistemological Beliefs Scale" and "Class Error Culture Scale" were applied to 113 preschool teachers working in Çanakkale City Center. Different historical analysis techniques were used in the analysis of the research data. The journal obtained in the study was evaluated in accordance with the "Observation Evaluation Matrix". The data obtained as a result of the interviews were analyzed with the NVIVO program. The data obtained from the "Epistemological Beliefs Scale" and "Class Error Culture Scale" were analyzed with the SPSS 21.0 program. It has been concluded that the similar and differentiating outcomes of the quantitative and qualitative studies obtained from the research, epistemological beliefs and teaching-learning conception are significant predictors. In the quantitative results list of the study, it was seen that traditional epistemological belief negatively effected class error messages, while contemporary epistemological belief did not. However, the relationship between traditional epistemological belief and error is obstacle approach, true epistemological belief and error approach has emerged in a qualitative context under multiple and single situations.