Akademik Veri Yönetim Sistemi
Journal of Early Childhood Teacher Education, 2025 (ESCI)
This study aims to examine the effectiveness of using practice-based coaching (PBC) in preschool teacher training in order to increase the overall quality of inclusive preschool settings in Türkiye. Ten preschool teachers, who have children with disabilities in their classrooms, participated in this study. The research was conducted with a pretest and posttest control group design. A needs-based professional development program for teachers was developed using the ADDIE model. This program was presented to teachers in the experimental group by means of the PBC. The quality of preschool classrooms was assessed with the Inclusive Classroom Profile (ICP). The results obtained with nonparametric tests revealed that the program increased the quality scores of the classrooms in the experimental group. In this model trial, providing performance feedback to the preschool teachers within the scope of the program that supports their professional development with PBC contributed to the change that increased the quality of the classrooms. Regarding social validity, the teachers were satisfied with the implementation and PBC process, and it facilitated the reception of feedback and work in one-on-one cooperation.