The Evaluation of Manners and Point of Views Related to Mainstreaming Education Having Responsibilities of Students Who are in Needs of Special Education for Primary Education (Example of Kars)

Engin, Ali Osman; Tösten, Rasim; Kaya, Metin; Köselioğlu, Y. S.

doi:10.9775/kausbed.2014.003

Cited by 6 publications

(3 citation statements)

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“…Alan yazında kaynaştırma uygulamalarında yaşanan sorunlara dair pek çok bulgu yer almaktadır (Sadioğlu, Bilgin, Batu, & Oksal, 2013;Denizli & Uzoğlu, 2016;Erişkin, Kıraç, & Ertuğrul, 2012;Saraç & Çolak, 2012;Yılmaz & Batu, 2016). Bu bulgulardan öne çıkanlar; öğretmen tutumlarındaki olumsuzluklar (Demir & Açar, 2011;Engin, Tösten, Kaya, & Köselioğlu, 2014;Sadioğlu, Batu, & Bilgin, 2012;Saloviita, 2020;Sharma, Aiello, Pace, Round, & Subban, 2018;Yatgın, Sevgi, & Uysal, 2015), öğretmenlerin yeterlilik sorunları (Akalın, 2015;Eldeniz-Çetin & Acay-Sözbir, 2016;Jez & Luneta, 2018;Kot, Sönmez, Yıkmış, & Çiftçi-Tekinarslan, 2015;Love & Horn, 2021;Vural & Yıkmış, 2008), okul öncesi kaynaştırma uygulamalarına yönelik sorunlar (Batu, Odluyurt, Alagözoğlu, Çattık, & Şahin, 2017;Sığırtmaç Dikici, Hoş, & Abbak, 2011;Tuş & Çifçi Tekinarslan, 2013), fiziki mekana, sınıf mevcutlarına dair sorunlar (Kurt, 2015;Nayır & Karaman-Kepenekci, 2013;Akay, Uzuner, & Girgin, 2014;Ünal, 2008), diğer öğrenciler ve ailelerinin olumsuz tutumlarıdır (Ayral & diğ., 2015;Bakkaloğlu, Özbek, & Sucuoğlu, 2021;Turhan, 2007).…”

Section: Introductionunclassified

İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

Akdemir

ÇAPAR²,

BAYRAKDAR³

2022

Trakya Eğitim Dergisi

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Bu çalışma ilkokul öğretmenlerin kaynaştırma uygulamalarında tutumları ile yeterlilik algılarını incelemek amacıyla yürütülmüştür. Bu bağlamda açımlayıcı sıralı karma yöntem desenine göre öncelikle nicel veriler toplanarak ilişkisel tarama yaklaşımı içerisinde istatistiki olarak analiz edilmiştir. Elde edilen bulguları derinleştirmek amacıyla nicel araştırma katılımcılarından gönüllü olan öğretmenlerle odak grup görüşmeleri yapılmıştır. Nitel veriler tematik analiz yaklaşımıyla analiz edilmiş, nicel ve nitel bulgular birlikte tartışılmıştır. Araştırmanın nicel boyutuna 116, nitel boyutuna ise 7 öğretmen katılmıştır. Araştırma bulgularına dayalı olarak katılımcı öğretmenlerin kaynaştırma uygulamalarına yönelik duygu, tutum ve kaygı puanlarının ortalama seviyede olduğu ve bu verilerin nitel bulgularla belirli farklar içerdiği, algılanan yeterlilik puanlarının ise görece yüksek olduğu ancak bu alandaki nitel bulgularla ciddi farklılıklar içerdiği, duygu, tutum ve kaygı puanları ile algılanan yeterlilik puanları arasında negatif yönlü anlamlı bir ilişki olduğu bulgularına ulaşılmıştır. Bulgulara dayalı olarak uygulamacılara ve ileri araştırmalara yönelik öneriler getirilmiştir.

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Section: Introductionunclassified

İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

Akdemir

ÇAPAR²,

BAYRAKDAR³

2022

Trakya Eğitim Dergisi

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“…These problems are insufficient physical conditions [10], lack of time [11], lack of knowledge of teachers [12], insufficient in-service training [13] and problems in classroom management [14]. When the literature is examined, there are studies indicating that teachers have negative attitudes towards inclusive education [15,16,17]. This is due to problems and lack of undergraduate education or insufficient [18,19].…”

Section: Introductionmentioning

confidence: 99%

Investigating theattitudes of special educated physical education prospective teachers towards disabled people

Aykora

Uğraş

2020

PES

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Purpose: It’s aimed in this study to investigate the attitudes of physical education prospective teachers who had special education lessons towards disabled ones. Material: The quantitative sample of the study consisted of 214 [n = 84 female, n = 130 male] physical education prospective teachers and the qualitative sample consisted of 19 physical education prospective teachers. Data collected with Findler, Vilchinsky and Werner (2007), “Multidimensional Attitude Scale for the Disabled” and which is adapted in Turkish according to Turkish culture by Yelpaze and Türküm (2018), and with a semi-structured interview form. Independent sample t test and one way anova were used in the analysis of quantitative data. Descriptive and content analysis used for qualitative data analysis. Results: There is no significant difference according to gender and being close to individuals with special needs. It is found that there is a difference between thoughts and behaviors according to the experiences of having special education and students with special needs. In the qualitative part of the research, the theme was “Inability to describe emotions”,“ Positive attitude”, “Feeling benefical” and “Insufficient attention”. Conclusions: It is clear from the study that having special education and experienced with special needed people effected thinking attitudes of prospective teachers. However, a decrease concluded about behavior attitudes then after having special education and experiences with disableds. Qualitative findings explain those results like content and extent of special education is not good enough.

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“…In 1984, through the acceptance of a commission established by the Ministry of National Education [MEB], the use of technology was introduced into educational institutions (Engin, Tösten & Kaya, 2010). Since the change in the teaching process in 2005 and the adoption of the constructivist approach, which gives greater importance to the student, in learning, technology has begun to enrich educational processes.…”

Section: "The Only Thing That Does Not Change Is Change Itself"mentioning

confidence: 99%

Identifying Mathematics Teachers’ Difficulties in Technology Integration in Terms of Technological Pedagogical Content Knowledge (TPCK)

Erduran

Ince

2018

International Journal of Research in Education and Science

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A number of gaps were seen in the qualitative research on teachers using the TPCK model in our country, and this led us to conduct research focusing solely on Koehler and Mishra's TPCK model (2005). To this end, the purpose of this study is to identify the difficulties high-school teachers face when integrating technology into their classes, and understand the reasons for these difficulties within the framework of TPCK. The method used was the case study. The participants were five mathematics teachers. The data collection tools were lecture plans, class monitoring, semi-structured interviews and a focus group interview. The data analysis techniques used were document analysis, descriptive analysis, content analysis and speech analysis. The findings showed that the teachers have difficulties with components of TPCK (PB-PAB-TPAB) and that the difficulties they face in integrating technology into the teaching process can be sorted under five main headings: (1)Teaching without planning (2) Struggles to integrate different types of knowledge, (3) Lack of basic knowledge, (4) Errors in technological knowledge, (5) Lack of field-specific support. In order for the difficulties teachers face to be minimized, in-service training focusing on the use of technology needs to become more integrated, provide teachers with knowledge applicable to the classroom, and be given by experts in the field.

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The Evaluation of Manners and Point of Views Related to Mainstreaming Education Having Responsibilities of Students Who are in Needs of Special Education for Primary Education (Example of Kars)

Abstract: Öz

Cited by 6 publications

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İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

İlkokul Öğretmenleri̇ni̇n Kaynaştirma Uygulamasina İli̇şki̇n Tutumlari Ve Yeterli̇li̇k Algilari: Bi̇r Karma Yöntem Araştirmasi

Investigating theattitudes of special educated physical education prospective teachers towards disabled people

Identifying Mathematics Teachers’ Difficulties in Technology Integration in Terms of Technological Pedagogical Content Knowledge (TPCK)

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