Özel Eğitim Öğretmenlerinin Mesleki Gelişim Algılarının İncelenmesi

Year 2021, Volume: 22 Issue: 3, 569 - 589, 01.09.2021

Faris Algahtanı

https://doi.org/10.21565/ozelegitimdergisi.705184

Cited By: 1

Abstract

Giriş: Bu araştırmanın amacı Suudi Arabistan’da özel eğitim öğretmenlerinin mesleki gelişimlerinin desteklenmesi için gereksinimlerini ve gerçekleştirilen uygulamaları öğretmenlerin görüşlerine göre incelemektir.
Yöntem: Araştırmada nitel araştırma yaklaşımı benimsenmiş 9 özel eğitim öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmelerden elde edilen bulgular tematik analizle çözümlenmiştir.
Bulgular: Katılımcıların çoğu, özellikle idari görevleri içeren iş yükü konusunda yaşadıkları hayal kırıklıklarını dile getirmişlerdir. Katılımcılar özel eğitime özgü alanlarda mesleki gelişim ihtiyaçlarını, özellikle Bireyselleştirilmiş Eğitim Planlarını içeren tüm sürecin daha etkili yönetimini açıkça ifade etmişlerdir. Özellikle, öğretimi daha nitelikli hale getirmenin ve sınıf durumlarına göre öğrenci kazanımlarını iyileştirmenin yollarını aramışlardır.
Tartışma: Öğretmenler ihtiyaçlarının karşılanması için mentorluk ve çevrimiçi kaynaklara erişim istediklerini ifade etmişlerdir. Bu durum bir ya da daha fazla dijital platforma erişim sayesinde karşılanabilen bir ihtiyaç olarak deneyimli ve bilgi sahibi pek çok öğretmenin mentör olarak rol oynamasını gerektirmektedir.

Keywords

Mesleki gelişim, özel eğitim, özel eğitim öğretmeni, özel gereksinimli öğrenciler, uygulamalar

An Exploration of Special Education Teachers' Perceptions of Professional Development

Abstract

Introduction: This interpretive qualitative study explored professional development needs and practices for supporting and promoting the development of special education teachers in Saudi Arabia. There is an increasing demand for highly effective special education teachers in Saudi Arabia.
Method: Nine teachers were interviewed. The study used the interpretive approach. Semi-structured interviews were carried out. Thematic analysis was used in data analysis. Despite positive experiences regarding the supportive environment.
Findings: The majority of the participants expressed their frustration with workloads especially including administrative tasks. They clearly articulated their needs for professional development in areas specific to special education, notably more effective management of the whole process involving Individualized Educational Plans. In particular, they sought ways of improving the instruction and student attainment based on classroom situations.
Discussion: They wished to have access to mentoring and online resources so that their needs were met. This would require a sufficient number of experienced and knowledgeable teachers to act as mentors, a need which could potentially be met through access to one or more digital platforms.

Keywords

Professional Development, Special Education, Special Education Teacher, children with special needs, practices

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