A Research on Primary School Teachers’ Proficiencies on Inclusive Education and Teaching Mathematics for Inclusion Students

Year 2022, Volume: 11 Issue: 1, 151 - 163, 20.02.2022

Sedat Turgut , Mahir Uğurlu

https://doi.org/10.14686/buefad.1061151

Abstract

This study was aimed to examine primary teachers’ proficiencies on inclusion and teaching mathematics to inclusive students within the scope of some variables. Survey design was adopted in the research. The study group consists of 324 primary teachers. The data were collected through the Teacher Efficacy for Inclusion Scale and Teaching Mathematics in Inclusive Settings Scale. The Mann-Whitney U test, and the Kruskal-Wallis H test was used. As a result of the current study, it was determined that female teachers have more proficiencies on maths teaching in inclusion in terms of the gender variable. It was determined that primary teachers with a master's degree have more proficiencies in terms of proficiencies on inclusion and mathematics teaching in inclusion. It was determined that primary teachers who has fewer inclusive students in their class has higher proficiencies on inclusion and maths teaching in inclusion. It was determined that more experienced primary teachers have higher proficiencies on inclusion and maths teaching in inclusion. It was determined that the inclusion proficiencies of primary teachers teaching in the second, third and fourth grades and the proficiencies of teaching mathematics in inclusion were higher than those teaching in the first grade. It was determined that proficiencies of primary teachers who teach in less crowded classrooms on inclusion and maths teaching in inclusion.

Keywords

Inclusive student, primary teacher, teaching mathematics

Sınıf Öğretmenlerinin Kaynaştırma ve Kaynaştırma Öğrencilerine Matematik Öğretimi Yeterlikleri Üzerine Bir Araştırma

Abstract

Bu araştırmada sınıf öğretmenlerinin kaynaştırma yeterliklerinin ve kaynaştırma öğrencilerine matematik öğretimi yeterliklerinin bazı değişkenlere göre incelenmesi amaçlanmıştır. Araştırmada tarama modeli benimsenmiştir. Çalışma grubu uygun örneklemeye göre belirlenmiştir. Çalışma grubunu 324 sınıf öğretmeni oluşturmaktadır. Veriler, Kaynaştırmada Öğretmen Yeterliği Ölçeği ve Kaynaştırma Uygulamalarında Matematik Öğretimi Ölçeği aracılığıyla toplanmıştır. Verilerin analizinde Mann-Whitney U testi ve Kruskal-Wallis H testi kullanılmıştır. Araştırma sonucunda sınıf öğretmenlerinin cinsiyet değişkenine göre kaynaştırmada matematik öğretimi yeterlikleri bakımından kadın öğretmenlerin daha yeterli oldukları belirlenmiştir. Eğitim düzeyi değişkenine göre, kaynaştırma yeterlikleri ve kaynaştırmada matematik öğretimi yeterlikleri bakımından yüksek lisans yapmış olan sınıf öğretmenlerin daha yeterli oldukları belirlenmiştir. Öğretim yaptığı sınıfta bulunan kaynaştırma öğrencisi sayısı değişkenine göre, sınıfında daha az kaynaştırma öğrencisi bulunan sınıf öğretmenlerinin kaynaştırma yeterlikleri ve kaynaştırmada matematik öğretimi yeterliklerinin daha yüksek olduğu belirlenmiştir. Mesleki kıdem değişkenine göre, daha kıdemli olan sınıf öğretmenlerinin kaynaştırma yeterlikleri ve kaynaştırmada matematik öğretimi yeterliklerinin daha yüksek olduğu belirlenmiştir. Öğretim yaptığı sınıf düzeyi değişkenine göre, ikinci, üçüncü ve dördüncü sınıflarda öğretim yapan sınıf öğretmenlerinin birinci sınıfta öğretim yapanlara göre kaynaştırma yeterliklerinin ve kaynaştırmada matematik öğretimi yeterliklerinin daha yüksek olduğu belirlenmiştir. Öğretim yaptığı sınıf mevcudu değişkenine göre, daha az mevcutlu sınıflarda öğretim yapan sınıf öğretmenlerinin kaynaştırma yeterliklerinin ve kaynaştırmada matematik öğretimi yeterliklerinin daha yüksek olduğu belirlenmiştir.

Keywords

Kaynaştırma öğrencisi, sınıf öğretmeni, matematik öğretimi

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