Special Education Teachers ' Knowledge, Experiences, and Professional Development Needs on Evidence-Based Practices

Year 2023, Issue: 58, 3209 - 3235, 27.12.2023

Elif Tekin İftar , Derya Genç Tosun , Arzu Özen

https://doi.org/10.53444/deubefd.1368139

Abstract

This study aimed to determine whether the teachers who serve the students with developmental disabilities in their classrooms by working in the public or private schools have knowledge about EBPs, their experiences and what their professional development needs are in this regard. The participants of the study are special education teachers working in the public or private schools in the 2021-2022 academic year. The researchers developed the "Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education Teachers on Scientific-Based Practices". The survey was answered by 238 teachers, but data from 216 participants who met the inclusion criteria were analyzed. It was seen that 61% of the participants graduated at sometime within the 1–9 year range, and 26% graduated at sometime within the 10–19 year range. Of them 81% have a bachelor's degree and 19% have a master's degree. It was observed that 90% or more of the participants had 15 EBPs that was a familiar practice for them. Participants often feel themselves well-prepared in the EBPs they use, and they report that they find EBPs to be mostly very effective, effective, and moderately effective on their students' learning. Teachers views on the quality of the training they receive vary. Lastly, it can be thought that teachers will benefit more from the trainings by designing the courses carried out in universities and the professional development activities more qualified and practice-oriented.

Keywords

Special education teachers, evidence-based practices, professional development needs

Özel Eğitim Öğretmenlerinin Bilimsel-Dayanaklı Uygulamalara İlişkin Bilgileri, Deneyimleri ve Mesleki Gelişim Gereksinimleri

Abstract

Araştırmanın amacı özel eğitim öğretmenlerin bilimsel-dayanaklı uygulamalara ilişkin bilgi sahibi olup olmadıklarını, deneyimlerini ve bu konudaki mesleki gelişim gereksinimlerinin neler olduğunu belirlemektir. Araştırmanın katılımcıları 2021-2022 eğitim-öğretim yılında kamu ya da özel sektörde görev yapan 216 özel eğitim öğretmenidir. Araştırmacılar veri toplamak amacıyla “Bilimsel-dayanaklı Uygulamalar Konusunda Özel Eğitim Öğretmenlerinin Bilgileri, Deneyimleri ve Mesleki Gelişim Gereksinimlerini Belirleme Anketi”ni geliştirmiştir ve anket sorularına verilen yanıtlar betimsel olarak analiz edilmiştir. Öğretmenlerin demografik özellikleri açısından en dikkat çeken bulgular genç bir öğretmen kitlesinden veri toplanmış olması ve aynı zamanda öğretmenlerin üçte ikisinden daha fazlasının lisans dercesine sahip olmasıdır. Öğretmenlerin büyük bir çoğunluğu (%90 ve üzeri) bilimsel dayanaklı uygulamaların yarısından fazlasına, bilimsel dayanaklı olmayan uygulamaların ise yarısına yakınına ilişkin bilgi sahibi olduklarını bildirmişlerdir. Öğretmenlerin bildiklerini ifade ettikleri bilimsel-dayanaklı uygulamaları kullanmaları halinde ise öğrencilerine hedeflenen becerileri öğretmedeki etkililiğine yönelik çoğunlukla etkili ya da çok etkili olduğu yönünde görüş bildirmişlerdir. Öğretmenler bilimsel-dayanaklı uygulamalardan hangisini kullanacağını seçerken en çok öğrenci özelliklerini, hedef davranışın özelliklerini, kullandıkları uygulamaya ilişkin sahip oldukları bilgi ve beceri düzeyini dikkate aldıklarını belirtmişlerdir. Son olarak öğretmenlerin bilimsel-dayanaklı uygulamalara yönelik aldıkları eğitimin niteliğine ilişkin görüşleri çeşitlilik göstermektedir. Öğretmenlerin nitelikli ve uygulama ağırlıklı tasarlanan eğitimlere ihtiyaç duyduğu düşünülmektedir

Keywords

Özel eğitim öğretmenleri, bilimsel dayanaklı uygulamalar, mesleki gelişim gereksinimleri

Ethical Statement

Araştırma için İç Anadolu Bölgesi’nde bulunan üniversitelerden birinin Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu Başkanlığı’ndan Etik Kurul Onayı alınmıştır.

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