Special Education Teacher Candidates' Views on Guided Notes

Abstract

Guided notes are structured handouts prepared by the instructor that contain the main outline of a lecture but leave key concepts, definitions, or relationships blank for students to fill in during class. This instructional strategy aims to help students focus during the lesson, reduce their cognitive load, and process information more effectively. This study aims to investigate the views and experiences of teacher candidates enrolled in the Special Education Teaching undergraduate program regarding the guided notes used in the course Teaching Social Adaptation Skills in Special Education. A total of 48 teacher candidates voluntarily participated in the study, which employed a descriptive survey design. Data were collected via a data collection tool developed by the researchers, consisting of a 10-item five-point Likert-type questionnaire and two open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The findings show that students' overall perceptions of guided notes were moderately positive (X̄ = 3.24). Of the participants, 64.6% stated that they found the lessons in which guided notes were used more productive than those in which they were not. Teacher candidates' first-hand experience with guided notes may contribute to their understanding and implementation of structured and inclusive instructional strategies in their future professional practice. The results of the study indicate that guided notes are an effective instructional strategy that supports the learning processes of special education teacher candidates, increases their active participation in the lesson, and makes a positive contribution to their perceptions of academic achievement.

Keywords

• Guided notes
• special education
• teacher candidates
• note-taking
• instructional strategies

Ethical Statement

Author Contributions: All authors contributed equally to all stages of the manuscript and approved the final version of the manuscript. Ethical Declaration: This study was conducted with the approval of the Düzce University Ethics Committee, granted at its 6th meeting held on April 30, 2025 (Document No. 567195). Conflict of Interest: The authors declare that they have no conflicts of interest with any institution or individual in relation to this study. Declaration of Generative AI Use: Generative artificial intelligence tools were used in this study solely as an aid for grammar checking, correcting spelling errors, and improving the academic fluency of the manuscript. The ideas, analyses, and writing of the manuscript are entirely those of the authors.

Özel Eğitim Öğretmen Adaylarının Rehberli Notlara İlişkin Görüşleri

Abstract

Rehberli notlar, öğretim elemanı tarafından hazırlanan, dersin ana hatlarını içeren ancak öğrencilerin ders sırasında doldurması için anahtar kavramların, tanımların veya ilişkilerin boş bırakıldığı yapılandırılmış materyallerdir. Bu öğretim stratejisi, öğrencilerin derse odaklanmalarını, bilişsel yüklerini azaltmalarını ve bilgiyi daha etkili biçimde işlemelerini desteklemeyi amaçlamaktadır. Bu araştırma, Özel Eğitim Öğretmenliği lisans programında öğrenim gören öğretmen adaylarının, Özel Eğitimde Sosyal Uyum Becerilerinin Öğretimi dersinde kullanılan rehberli notlara ilişkin görüş ve deneyimlerini incelemeyi amaçlamaktadır. Betimsel tarama modeliyle desenlenen çalışmaya, 48 öğretmen adayı gönüllü olarak katılmıştır. Veriler, araştırmacılar tarafından geliştirilen 10 maddelik beşli Likert tipi anket ve iki açık uçlu sorudan oluşan bir veri toplama aracıyla elde edilmiştir. Nicel veriler betimsel istatistiklerle, nitel veriler ise tematik analizle çözümlenmiştir. Bulgular, öğrencilerin rehberli notlara yönelik genel algılarının orta-olumlu düzeyde olduğunu (X̄ = 3,24) göstermektedir. Katılımcıların %64,6'sı rehberli notların kullanıldığı dersleri, kullanılmayan derslere göre daha verimli bulduğunu ifade etmiştir. Öğretmen adaylarının rehberli notları bizzat deneyimlemeleri, gelecekteki mesleki uygulamalarında yapılandırılmış ve kapsayıcı öğretim stratejilerini anlamalarına ve uygulamalarına katkı sağlayabilir. Araştırma sonuçları, rehberli notların özel eğitim öğretmen adaylarının öğrenme süreçlerini destekleyen, derse aktif katılımlarını artıran ve akademik başarı algılarına olumlu katkı sunan etkili bir öğretim stratejisi olduğunu göstermektedir.

Keywords

• Rehberli notlar
• özel eğitim
• öğretmen adayları
• not tutma
• öğretim stratejileri

Ethical Statement

Yazar Katkı Oranı: Tüm yazarlar makalenin tüm süreçlerinde eşit oranda rol almışlardır. Tüm yazarlar çalışmanın son halini okumuş ve onaylamıştır. Etik Kurul Beyanı: Bu çalışma Düzce Üniversitesi Etik Kurulunun (Evrak No. 567195) 30.04.2025 tarihli 6. toplantısında alınan onay kararı ile yürütülmüştür. Çatışma Beyanı: Yazarlar çalışma kapsamında herhangi bir kurum veya kişi ile çıkar çatışması bulunmadığını beyan etmektedir. Üretken Yapay Zekâ Kullanım Beyanı: Bu çalışmada üretken yapay zekâ araçları, yalnızca dil bilgisi denetimi, yazım (imla) hatalarının düzeltilmesi ve metnin akademik dil akıcılığının sağlanması amacıyla yardımcı olarak kullanılmıştır. Fikirler, analizler ve makale yazımı yazarlara aittir.

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