Evaluation of the effect of online education conducted within the framework of Preschool Situational Self-Regulation Program (PRSIST) on preschool teachers' knowledge, beliefs and skills regarding self-regulation

In this research, it is aimed to evaluate the effect of online teacher education conducted within the framework of the Preschool Situational Self-Regulation Program (PRSIST) on the knowledge, beliefs, and skills of preschool teachers about self-regulation skills. The research was conducted with 5 preschool teachers working in a formal kindergarten in Aksaray during the 2021-2022 academic year. In the first stage of the qualitative research, a Turkish translation and adaptation of the PRSIST program applied in educational institutions in Australia was made, and then a teacher needs assessment analysis was performed. At the second stage, where the implementation and evaluation of the program is carried out, the evaluation of the program's impact is designed in the case study method. As data collection tools, the Teacher Needs Identification Form for Supporting Self-Regulation developed by the researchers, the Self-Regulation Skills Opinion Form for Preschool Education Teachers, The Reflective Diary, the Teacher Performance Evaluation Form for Self-Regulation Skills, the Online Teacher Education-Teacher Opinion Form Conducted Within the Framework of the Preschool Situational Self-Regulation Program (PRSIST) was used. In the research, he applied the PRSIST program in 120-minute sessions one day a week for five weeks. The thematic analysis method was used in the analysis of the data. As a result, it has been seen that the online education conducted within the framework of PRSIST have made multifaceted and positive contributions to the participating teachers. It is suggested that online education conducted within the framework of PRSIST should be reached more teachers to enhance their knowledge, skills, and beliefs regarding self-regulation skills.