Teachers' Views on Cultural Heritage Education With Technology in Early Childhood

Abstract

It is necessary to identify teachers' practices and training needs related to cultural heritage education to reveal and improve the quality of cultural heritage education in early childhood. In recent years, technology-based methods have been addressed in cultural heritage education. In this direction, the current study examines teachers' views on cultural heritage education with technology in preschool education using phenomenology research. Semi-structured interviews were conducted with the 20 preschool teachers. The interview records were analysed in the MAXQDA 2022 program. The research findings are presented under the themes of teachers' perception of cultural heritage, cultural heritage education practices, children's cultural heritage attitudes, teachers' educational expectations, and teachers' technology skills/competencies. Results proved that teachers were aware of the protection and transmission of cultural heritage and included cultural heritage activities in their classroom practices, albeit limited. Study results mainly revealed that teachers need support on cultural heritage broad content, teaching methods, and in-service training to integrate cultural heritage education with technology.