The experiences of teachers in reggio emilia-inspired preschools: A phenomenological study

The aim of this research is to explore how pre-school teachers in Reggio Emilia-Inspired pre-schools make sense process of being Reggio Emilia teachers and experience of the application of this approach. In this research, phenomenological design as qualitative method was used. Research data was collected via semi-structured interviews. 20 pre-school teachers in Reggio Emilia-Inspired schools in İstanbul, Ankara and İzmir that were determined by purposeful sampling strategy participated in this research. Data of the research was analyzed using thematic analysis. In this research, it was seen that participants experienced a changing process consisting 5 steps. These steps are 1. Hearing Reggio Emilia Approach for the first time, 2. Affective reaction 3. Assimilation 4. Making comparison 5. Settlement. Participants explained being Reggio Emilia teachers as a pleasant, enjoyable, intensive process and an endless journey in which they help students construct their knowledge with the role of curiosity hunters, organizer, researchers and students in in nature and authentic materials. According to the results in the research, in application process, participants explained Reggio Emilia as a helpful approach for which all of the children are separate individuals; children are seen as independent, curious, creative, intelligent, adequate, and social; teacher achieve the children's learning with a variety of roles; parents, teachers and students study in a collaborative way; environment is used as a teacher; students learn by doing via projects; teachers make documentations for the whole process; students enjoy working and students' self-efficacy, environmental consciousness, creativity, problem solving and questioning skills. Key Words: Early childhood education approaches, phenomenology, Reggio Emilia approach