2016
DOI: 10.21565/ozelegitimdergisi.274303
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Özel Eğitim Öğretmenlerinin Oyun Öğretimine İlişkin Öz-Yeterlik Düzeylerinin İncelenmesi

Abstract: Oyun, erken çocukluk dönemindeki çocuklar için öğrenme süreçlerinde kullanılabilecek etkili bir öğretim aracıdır. Bu çalışmada özel eğitim öğretmenlerinin oyun öğretimi öz-yeterlik düzeylerinin, oyun etkinliklerini planlama, uygulama ve değerlendirme öz-yeterlikleri ile mesleki öz-yeterlikleri açısından incelenmesi amaçlanmıştır. Betimsel tarama yöntemine göre planlanan araştırmada, veri toplama aracı olarak ''Kişisel Bilgi Formu" ve Kadim (2012) tarafından geliştirilen "Okul Öncesi Dönemde Oyun Öğretimi Öz-Ye… Show more

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Cited by 6 publications
(16 citation statements)
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“…Saracaloğlu & Yenice (2009) carried out a study in which no statistically significant difference was observed between the self-efficacy levels of science and classroom teachers with regard to the years of experience variable. Akmeşe & Kayhan (2017) carried out a study as a result of which it was observed that teachers with a teaching experience of 16-20 years in game teaching have higher levels of self-efficacy. In addition, they also reported that the self-efficacy levels of teachers increase with increasing years of experience (Darling-Hammond, 2003;Soodak & Podell, 1993).…”
Section: Discussion Conclusion and Suggestionsmentioning
confidence: 99%
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“…Saracaloğlu & Yenice (2009) carried out a study in which no statistically significant difference was observed between the self-efficacy levels of science and classroom teachers with regard to the years of experience variable. Akmeşe & Kayhan (2017) carried out a study as a result of which it was observed that teachers with a teaching experience of 16-20 years in game teaching have higher levels of self-efficacy. In addition, they also reported that the self-efficacy levels of teachers increase with increasing years of experience (Darling-Hammond, 2003;Soodak & Podell, 1993).…”
Section: Discussion Conclusion and Suggestionsmentioning
confidence: 99%
“…There are various studies in literature examining the self-efficacy levels of special education teachers (Antoniou, Geralexis & Charitaki, 2017;Bergen, 2013;Kaner, Şekercioğlu & Yellice-Yüksel, 2007;Karahan & Uyanık-Balat, 2011;Kumcağız, Demir & Karadaş, 2017;Piştav Akmeşe & Kayhan, 2017;Soodak, & Podell, D. 1993;Soto & Goetz, 1998). In this study, the self-efficacy levels of teachers working at special educations schools (individuals with mental disability and autism spectrum disorder) were examined with regard to certain variables.…”
Section: Tablomentioning
confidence: 99%
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“…Researchers reported that only the age variable has a significant difference on the game teaching planning, evaluation, and professional self-efficacy scores, in favor of preschool teachers who are under 25 years old. In another study in which the self-efficacy levels of the special education teachers in game teaching was investigated, Piştav-Akmeşe ve Kayhan (2017) found that the graduation field of the teachers, if they took game teaching lessons during their undergraduate education or not and professional experience constitute a significant difference on the game teaching planning, application and evaluation and their professional self-efficacy.…”
Section: Discussionmentioning
confidence: 99%
“…Quality special education services are closely related to the quality and the efficacy of the teachers. Teachers' level of knowledge and skills of the curriculum and special education field in general affect the special education services positively (Güleç-Aslan, Özbey, Sola-Özgüç and Cihan, 2014; Piştav-Akmeşe and Kayhan, 2015;Sucuoğlu and Kargın, 2006). Special education services are designed based on individual needs of students with special needs.…”
Section: Introductionmentioning
confidence: 99%