PRESERVICE SCIENCE TEACHERS’ CONCERNS FOR EDUCATING STUDENTS WITH SPECIAL NEEDS IN THEIR FUTURE CLASSROOMS

Year 2015, Volume: 2 , 36 - 39, 01.09.2015

Mustafa Cansız Nurcan Cansız

Abstract

In this study, the authors examined senior preservice science teachers’
(PSTs) concerns for educating students with disabilities in science classrooms.
Eight PSTs were involved in the study. The constant comparative data analysis
was performed. PSTs’ concerns for inclusive education were categorized into two
themes: PSTs’ concerns about themselves and PSTs’ concerns about students with
disabilities. Under each, there existed several sub issues.  For the first category, data analysis yielded
that PSTs were concerned about being unable to cope with extra workload by
accepting students with disabilities; lacking of enough training for educating
those students; insufficient pedagogical knowledge; and scarce knowledge about
disabilities. PSTs’ concerns about students with disabilities included three
sub-issues which were: not devoting enough time for disabled students’ science
learning; not to be able to achieve their science learning in terms of science
content and science process skills, and not to be able to help them develop
positive attitudes toward science. The results were discussed and implications
for teacher education were made. 

Keywords

Inclusive education, science education, students with special needs

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