Okul Öncesi̇ Eği̇ti̇m Öğretmenleri̇ni̇n Kaynaştirma Eği̇ti̇mi̇nde Öz-Yeterli̇k Algilari Ve Hi̇zmeti̇çi̇ Eği̇ti̇m Gereksi̇ni̇mleri̇: Bi̇r Karma Yöntem Çalişmasi

Abstract

Karma yöntemle desenlenen bu çalışmada okul öncesi eğitim öğretmenlerinin kaynaştırma eğitiminde öz-yeterlik algıları ile kaynaştırma eğitimi öz-yeterlikleri ve hizmetiçi eğitim gereksinimlerine yönelik görüşlerini belirlemek amaçlanmıştır. Çalışma verileri yakınsayan paralel desen (NİC+NİT) kullanılarak toplanmıştır. Çalışmanın nicel boyutu 475, nitel boyutu ise 17 katılımcı ile yürütülmüştür. Araştırma verileri "Özel Gereksinimli Çocukların Kaynaştırılmasına Yönelik Öğretmen Yeterliği" ölçeği ve "Odak Grup Görüşmesi Formu" ile toplanmıştır. Çalışmanın nicel verileri istatistiksel olarak, nitel verileri betimsel analiz yoluyla analiz edilmiştir. Çalışmanın nicel boyutunda ölçekten elde edilen veriler ışığında öğretmenlerin kaynaştırma eğitiminde kendilerini yeterli buldukları sonucuna ulaşılmıştır. Nitel boyutunda ise öğretmenler kaynaştırma eğitiminde yetersiz olduklarını ve hizmetiçi eğitime gereksinim duyduklarını ifade etmiştir.

Okul Öncesi Öğretmen Adaylarının Kaynaştırmaya Yönelik Öz-Yeterlik Algılarının İncelenmesi

“…Unlike these studies, inclusive education self-efficacy perceptions of preschool teachers were found to be at the levels of "above average" (Özsırkıntı, 2018), 'sufficient' (Sönmez et al, 2018), and 'with high probability' (Özokçu, 2018c). On the other hand, in the study of Sönmez et al (2018), it was concluded that preschool education teachers whom they interviewed in the qualitative aspect of the study found themselves inadequate. Similarly, in other studies conducted with preschool education teachers, teachers stated that they had lack of knowledge (Altun & Gülben, 2009;Artan & Uyanık-Balat, 2003;Aydın & Tuğluk, 2020;Gezer & Aksoy, 2019;Gök & Erbaş, 2011;Güleç-Aslan, 2020;Koçyiğit, 2015;Küçük-Doğaroğlu & Bapoğlu-Dümenci, 2015;Özdemir & Ahmetoğlu, 2012;Sucuoğlu et al, 2013;Yıkmış et al, 2018;Zabeli & Gjelaj, 2020).…”

“…Similarly, in two studies conducted with preschool education teachers, inclusive self-efficacy perceptions of teachers were found to be at 'moderate' level (Çalışkan, 2019;Yaman, 2019). Unlike these studies, inclusive education self-efficacy perceptions of preschool teachers were found to be at the levels of "above average" (Özsırkıntı, 2018), 'sufficient' (Sönmez et al, 2018), and 'with high probability' (Özokçu, 2018c). On the other hand, in the study of Sönmez et al (2018), it was concluded that preschool education teachers whom they interviewed in the qualitative aspect of the study found themselves inadequate.…”

“…There are many studies conducted with teachers, but only one study (Walls, 2007) with pre-service teachers was found. Among the studies conducted with preschool teachers, Sönmez et al (2018) determined that the self-efficacy perceptions of preschool teachers were at 'sufficient' level. However, in the qualitative aspect of the same study, the teachers stated that they were insufficient in inclusive education and they needed in-service training.…”

“…Difficulties faced by teachers in the inclusive education process bring negative attitudes and make it difficult to implement the inclusion programs in a qualified and efficient manner. These difficulties experienced by teachers negatively affect their perspectives on inclusive education, causing children to feel inadequate as they do not know how to approach and manage the education process (Güleç-Aslan, 2020; Sönmez et al, 2018). Difficulties faced by teachers in the inclusive education process bring negative attitudes and make it difficult to implement the inclusion programs in a qualified and efficient manner (Diken & Sucuoğlu, 1999;Gök & Erbaş, 2011;Orel et al, 2004;Zabeli & Gjelaj, 2020), which also makes them feel inadequate (Güleç-Aslan, 2020; Sönmez et al, 2018).…”

Examination of Graduate Theses Conducted on Preschool Inclusion Between 2016-2020 in Turkey

“…Each study focuses on the problems that contain different sample groups related to the subject. In the study of Sönmez, Alptekin and Bıçak (2018), different results were obtained after the analysis of quantitative and qualitative data in the study of preschool teachers' perceptions of self-efficacy and in-service training requirements in inclusive education with mixed method. In the quantitative dimension of the study, it was concluded that teachers found themselves competent in mainstreaming education, and in the qualitative dimension, teachers found themselves insufficient in mainstreaming education, and they needed in-service support.…”