Özel Eğitim Öğretmen Adaylarının Yaratıcı Düşünme Eğilimleri ile Psikolojik Esneklik Ve Öz-Anlayış Düzeyleri Arasındaki İlişkinin İncelenmesi

Öz

Bu çalışmanın amacı özel eğitim öğretmen adaylarının yaratıcı düşünme eğilimi ile psikolojik esneklik ve öz-anlayış düzeyleri arasındaki ilişkinin incelenmesidir. Bu araştırmanın yöntemi nicel araştırma yöntemlerinden ilişkisel tarama modeli ile desenlenmiştir. Araştırmanın çalışma grubu ölçüt örnekleme yöntemi ile seçilmiştir. Araştırmanın çalışma grubunu özel eğitim bölümünde lisans öğrencisi olan 337 kız (%70,2) ve 143 (%29,8) erkek olmak üzere toplam 480 öğrenci oluşturmaktadır. Veri toplama araçları olarak “Marmara Yaratıcı Düşünme Eğilimleri Ölçeği”, “Kabul ve Eylem Formu-II”, “Öz-Anlayış Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Verilerin analizinde betimsel istatistikler, t-testi, ANOVA ve pearson korelasyon katsayısı ve hiyerarşik regresyon analizi kullanılmıştır. Bu araştırmanın sonucunda, özel eğitim öğretmen adaylarının yaratıcı düşünme eğilimleri cinsiyete göre anlamlı düzeyde farklılaşmadığı (t478 =621, p>.05) ve özel eğitim öğretmen adaylarının yaratıcı düşünme eğilimleri sınıf düzeyine göre anlamlı şekilde farklılaştığı sonucu elde edilmiştir (F3-476 =9,845, <05). Yapılan Tukey testi sonucuna göre 1. sınıf lisans öğrencilerinin puanları (x̄=100.28) 2. sınıf (x̄=93.83), 3.sınıf (x̄=91,50) ve 4. sınıf (x̄=95,24) öğrencilerin puanlarından istatistiksel olarak anlamlı düzeyde daha yüksektir. Özel eğitim öğretmen adaylarının yaratıcı düşünme eğilimleri ile psikolojik esneklikleri arasında (r=.233, p<.01) pozitif yönde düşük düzeyde ve öz anlayış puanları ile (r=.465, p<.01) pozitif yönde orta düzeyde anlamlı bir ilişki elde edilmiştir. Yapılan hiyerarşik regresyon analizi sonucunda ise psikolojik esneklik ve öz anlayış puanlarının yaratıcı düşünme eğilimlerini anlamlı düzeyde yordadığı bulgusu elde edilmiştir. Bu araştırmada elde edilen bulgular, özel eğitim öğretmen adaylarının yaratıcı düşünme eğilimlerini geliştirmek için psikolojik esneklik ve öz anlayış düzeylerinin artırılmasının önemli olduğunu göstermektedir. Bu doğrultuda, özel eğitim alanında öğretmen yetiştirme süreçlerine katkı sağlayacak, adayların yaratıcı düşünme becerilerini destekleyecek eğitim programlarının tasarlanması önerilmektedir.

Anahtar Kelimeler

• Special Education
• Creative Thinking Dispositions
• Psychological Flexibility
• Self-Compassion

Examination of Relationships Between Creative Thinking Dispositions, Psychological Flexibility and Self-Compassion Levels of Special Education Teacher Candidates

Abstract

This study aims to examine the relationship between the creative thinking dispositions, psychological flexibility, and self-compassion levels of special education teacher candidates. This research was designed using a correlational model, one of the quantitative research methods. The study group was selected using criterion sampling and consisted of a total of 480 students, including 337 female (70.2%) and 143 male (29.8%) undergraduate students from the Special Education Department. Data were collected using the "Marmara Creative Thinking Dispositions Scale," the "Acceptance and Action Questionnaire-II," the "Self-Compassion Scale," and a "Personal Information Form." Descriptive statistics, t-tests, ANOVA, Pearson correlation coefficient, and hierarchical regression analysis were used in data analysis. As a result of this research, it was concluded that the creative thinking dispositions of pre-service special education teachers did not differ significantly according to gender (t478=621, p>.05) and the creative thinking dispositions of pre-service special education teachers differed significantly according to grade level (F3-476 =9,845, <05). According to the results of the Tukey test, the scores of 1st-grade undergraduate students (x̄=100.28) are statistically significantly higher than the scores of 2nd-grade (x̄=93.83), 3rd-grade (x̄=91.50) and 4th grade (x̄=95.24) students. A statistically significant relationship was obtained between the creative thinking dispositions of pre-service special education teachers and their psychological flexibility (r=.233, p<.01) at a low level in a positive direction and with their self-compassion scores (r=.465, p<.01) at a moderate level in a positive direction. The results of this study show that it is important to increase the psychological flexibility and self-understanding levels of pre-service special education teachers to improve their creative thinking tendencies. In this direction, it is recommended to design training programs that contribute to the teacher training processes in the field of special education and support the creative thinking skills of the candidates.

Keywords

• Psychological Flexibility
• Special education
• Self-Compassion

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