Supporting preschool teachers' assessment as learning practices through the Learning Rounds Model

This study was conducted to examine the processes of supporting preschool teachers' assessment as learning practices with the learning rounds model. For this purpose, answers to the questions of how preschool teachers' assessment as learning practices change and what is the role of learning rounds as a professional development model in supporting teachers' practices were sought. The study was conducted in two preschool institutions. Nine preschool teachers working in these two institutions constituted the study group. This qualitative research was conducted through case study design. The data were obtained through colleague observations and reflective meetings conducted within the scope of learning rounds and semi-structured interviews conducted individually with all participants before and after the learning rounds. The data were analyzed using the constant comparative analysis approach. As a result of the research, it was found that the learning rounds model supported the participants' practices through collaborative learning, active participation, feedback and reflection processes. In the context of assessment as learning practices, the teachers' feedback, questioning, self-assessment and peer assessment practices were enhanced and teachers observed and listened children systematically. It is found that learning rounds model contributed to early childhood teachers' assessment practices and assessment as learning process has been conceptualized based on the findings of the study.