The Support Services Being Provided to the Special Education Teachers in Their First Year

Abstract

In their first years, the teachers are making a shift from being a student where they only have their own responsibility to being a teacher where they have to teach new information to people as a teacher. For this reason, the first year is being described in the literature as a very difficult, full of stress and unexpected events year. Research shows that, the universities are not training the teachers sufficiently, the administrators in both special and regular education schools are not supporting the teachers, and there are differences in the job roles and views among the teachers, the different vocational opportunities provided, and the missing of the social support services in the schools and the region. The issues mentioned above results with increase in the stress level and burn out with the first year teachers. The stress and burn out is usually being resulted with decrease in the job efficiency and even with quitting the job. The support mechanisms which are being provided to the teachers are being named as the induction and mentoring programs in the literature. The induction programs are being defined as the programs being developed for decreasing the number of quitting job and also for increasing the vocational skills of especially first year teachers for a better job satisfaction.

Candidate Teacher Education Program Confusion in Turkey

“…It was also observed that teachers had a positive relationship with their students and that they received more participation. It is possible to find other researches in literature that show that these programs help professional development of first-year teachers in the first year of work (as cited in Ergenekon, 2009;Feiman-Nemser and Parker, 1990;Odell and Ferraro, 1992;Schaffer, Strigfield and Wolfe, 1992). However, research conducted by Ekinci (2010) has shown that school principals are not sufficient to fulfil their role as mentors in the job training process.…”

Ağır ve Çoklu Yetersizliği (AÇYE) Olan Bireylerle Çalışan Özel Eğitim Öğretmenlerinin Yaşadıkları Sorunların Belirlenmesi

“…Bununla birlikte özel eğitim alanında hizmet içi eğitim programları tam anlamıyla yürütülememektedir (Işık, Çiltaş ve Baş, 2010). Ayrıca özel eğitim okullarında işe yeni başlayan özel eğitim öğretmenlerine danışmanlık yapacak deneyimli özel eğitim öğretmeni sayısının oldukça az olması (Ergenekon, 2009), işe yeni başlayan özel eğitim öğretmenlerinin danışmanlık hizmeti alamamasına sebep olmaktadır.…”