Öğretmenlerin Özel Yetenekli Öğrencilerin Öğretim İhtiyaçlarını Karşılama Yetkinlik Ölçeğinin Uyarlanması ve Bazı Değişkenler Açısından İncelenmesi

Year 2024, Volume: 12 Issue: 1, 187 - 220, 29.03.2024

Zekai Ayık Muhammet Davut Gül Mehmet Fatih Karacabey

https://doi.org/10.46778/goputeb.1268279

Abstract

Öğretmenlerin sahip oldukları pedagojik yetkinlikler özel yetenekli öğrencilerin özel eğitim ihtiyaçlarının etkili bir şekilde karşılanmasında hayati öneme sahiptir. Bu bağlamda, bu çalışmanın amacı farklı branşlarda öğretim yapan öğretmenlerin özel yetenekli öğrencilerin eğitimi için gerekli olan pedagojik yetkinliklerini incelemek için Jarrah ve Almarashdi (2019) tarafından geliştirilen ölçeğin Türkçe diline uyarlamasını yapmak ve uyarlanan ölçeği kullanarak farklı branşlarda öğretmenlerin yetkinliklerini araştırmaktır. Bu amaç doğrultusunda ilk olarak öğretmenlerin pedagojik yetkinliklerini araştıran ölçeğin Türkçeye uyarlanması yapılmış daha sonra farklı değişkenlere göre bu yetkinliğin nasıl farklılaştığı ilişkisel tarama yöntemi ile incelenmiştir. Orijinal ölçeğin öğretmen yetkinliği (9 madde) ve okul desteği (10 madde) olmak üzere iki alt boyutu bulunmaktadır. Yapılan geçerlik analizleri sonucunda uyarlanan ölçeğin öğretmen yetkinliği 8 madde ve okul desteği ise 4 madde içermektedir. Uyarlanan ölçeğin güvenirlik analizleri sonucunda Cronbach alfa katsayısı ise 0,92 olarak bulunmuştur. Ölçeğin uygulanmasından sonra elde edilen bulgulara göre öğretmenlerin özel yetenekli öğrencilerin özel eğitim ihtiyaçlarını karşılama yetkinliklerinin düşük seviyede olduğu görülmüştür. Elde edilen bulgular karşısında, bu çalışma öğretmenlerin yetkinliklerinin artırılması için hizmet öncesi ve hizmet içi uygulamaya dayalı meslekli eğitim alması gerektiği vurgulamaktadır.

Keywords

Özel Yetenekli Öğrenciler, Öğretmen Yetkinliği, Ölçek Uyarlama, Özel Eğitim

Adaptation of Teachers' Competency for Meeting the Instructional Needs of Gifted Students Scale and Investigation of Some Variables

Abstract

Teachers' pedagogical competencies are vital in meeting the special education needs of gifted students effectively. In this context, the aim of this study is to adapt the scale developed by Jarrah and Almarashdi (2019) to the Turkish language in order to examine the pedagogical competencies of teachers teaching in different branches necessary for the education of gifted students and to investigate the competencies of teachers in different branches using the adapted scale. For this purpose, firstly, the scale investigating teachers' pedagogical competencies was adapted into Turkish, and then how this competency differs according to different variables was examined with the relational survey method. The original scale has two sub-dimensions: teacher competence (9 items) and school support (10 items). As a result of the validity analyses, the adapted scale includes 8 items for teacher competence and 4 items for school support. As a result of the reliability analysis of the adapted scale, Cronbach's alpha coefficient was found to be 0.92. According to the findings obtained after the application of the scale, it was seen that teachers' competence in meeting the special education needs of gifted students was at a low level. In the face of the findings, this study emphasizes that teachers should receive professional training based on pre-service and in-service practice in order to increase their competencies.

Keywords

Gifted Students, Teacher Competency, Scale Adaptation, Special Education

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