Beden Eğitimi Öğretmenlerinin Özel Gereksinimli Öğrencilere Yönelik Tutumları

Year 2018, Volume: 10 Issue: 2, 113 - 121, 01.09.2018

Sibel Nalbant

https://doi.org/10.30655/besad.2018.9

Cited By: 1

Abstract

Beden eğitimi öğretmenlerinin özel gereksinimli öğrencilere yönelik tutumları konusunda ulusal ve uluslararası alandaki alan yazını değerlendirmek amacı ile yapılan bu çalışmada, beden eğitimi öğretmen adaylarının, üniversite eğitimi sürecinde aldıkları eğitimin, uygulamadan çok teoriye dayalı olmasından ve mesleki hazırlık sürecinde özel gereksinimli öğrenciyi öğretme deneyimlerinin olmamasından dolayı öğretme konusunda istekli olmalarına rağmen mesleki başarısızlık kaygısı ve öğretmeye hazır olmadıklarını hissettikleri için tutumlarının kararsız ve karmaşık olduğu sonucuna ulaşılmıştır. Buradan yola çıkarak beden eğitimi öğretmenliğine hazırlanma sürecinde aldıkları uyarlanmış beden eğitimi ve spor ile özel eğitim derslerinin olumlu tutum gelişimine beklenen katkıyı istendik düzeyde yapmadığı söylenebilir. Bu sonuçlar beden eğitimi öğretmeni yetiştirme programının özel gereksinimli bireylere yönelik olumlu tutum gelişimini sağlama açısından yeniden gözden geçirilmesini gerektirmektedir

Keywords

Beden eğitimi öğretmeni, tutum, özel gereksinimli birey

Physical educators’ attitude toward teaching students with special educational needs

Abstract

The purpose of this research was to evaluating the national and international literature on the attitudes of physical education teachers towards students with special educational needs. As a result, physical education teacher candidates, although very enthusiastic about teaching individuals with special needs, do not feel safe; because the education they receive during university education remains in theory and away from the real environment. This education, which is rather theoretical rather than practical, causes the attitudes of teachers to be complicated. Based on this result, it can be said that adapted physical education, sports and special education courses do not contribute to the development of positive attitude at the desired level. These results require that the physical education teacher education program be reaudited to ensure positive attitude development towards students with special educational needs.

Keywords

Physical Educators, Attitude, Students with Special Educational Needs

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