Özel Eğitim Öğretmenliği Bölümü Öğretmen Adaylarının Öz-Yeterlilik İnançları: Öğretmen Eğitim Programları için Öneriler

Year 2017, Volume: 3 Issue: 2, 209 - 221, 31.10.2017

Sibel Ersel Kaymakamoğlu

Abstract

Bu çalışma Özel Eğitim Bölümü’nde öğrenim gören öğretmen adaylarının öğretmenlik mesleğine yönelik öz-yeterlilik algı düzeylerini tesbit etmeyi amaçlamıştır. Aynı zamanda, bu çalışmada katılımcıların öğretmenlik mesleği ile ilgili öz-yeterlilik algılarında cinsiyet, yaşa ve okudukları sınıfa göre herhangi bir anlamlı farklılık olup olmadığı da araştırılmıştır. Kuzey Kıbrıs’ta bir üniversitenin Özel Eğitim Öğretmenliği lisans programında okuyan 97 kadın 124 erkek olmak üzere toplamda 221 öğretmen adayı çalışmada yer almıştır. Veri toplama aracı olarak Tschannen-Moran & Woolfolk Hoy (2001) tarafından geliştirilen ve daha sonra Çapa, Çakıroğlu & Sarıkaya (2005) tarafından Türkçe’ye uyarlanan Öğretmen Öz-Yeterlilik Algı Ölçeği’nin Türkçe versiyonu kullanılmıştır. Kadın ve Erkek öğretmen adaylarının öz-yeterlilik algıları arasında herhangi bir anlamlı fark bulunup bulunmadığını ölçmek amacıyla toplanan veriler t-testine tabi tutulmuştur. Yaş faktörünün öğretmen adaylarının öz-yeterlilik algılarında herhangi bir anlamlı farklılığa sebep olup olmadığını ölçmek amacıyla ise ANOVA testi uygulanmıştır. Çalışmanın bulguları Özel eğitim Bölümü’nde okuyan tüm öğretmen adaylarının yüksek öz-yeterlilik algısına sahip olduğunu göstermiştir. Ayrıca, katılımcıların algılarında cinsiyet faktörüyle, yaş faktörüyle ve okudukları sınıfla ilgili herhangi bir anlamlı farklılık bulunmadığı tesbit edilmiştir.

Keywords

Öz-Yeterlilik, Öğretmen Adayları, Özel Eğitim, Öğretmen Eğitimi

Self-Efficacy Beliefs of Special Education Student Teachers: Implications for Teacher Training Programmes

Abstract

This study investigated the perceptions of the special education student teachers about self-efficacy beliefs. It also attempted to explore whether there were any differences in the perceptions of the special education student teachers about self-efficacy beliefs regarding gender, age and year of class. The participants of the study were 221 special education student teachers studying in the teacher training programme of a private university in Northern Cyprus context. In this study, there were 97 female and 124 male participants. To collect data, Turkish Version of the Teachers’ Sense of Efficacy Scale (TTSES) was utilized. The Teachers’ Sense of Self Efficacy Scale was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and later adapted to Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). In order to test the gender-related differences in the perceptions of the participant special education student teachers regarding self-efficacy beliefs, if any, a t-test was employed. To find out whether there were any significant differences in the perceptions of the participant student teachers self-efficacy in relation to age, an ANOVA (Analysis of Variance) test was administered. In order to explore if the participant student teachers’ perceptions about self-efficacy beliefs differed in relation to year of class, the collected data was subjected to an ANOVA test. The findings of the study revealed that all the participants had high self-efficacy beliefs. They also indicated that there were no gender-related, age-related and year of class-related differences in the perceptions of the participants regarding their sense of self-efficacy beliefs. 

Keywords

Self-Efficacy, Student Teachers, Special Education, Teacher Education

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