IHEART PROJESİNİN ÖĞRETMEN ADAYLARININ KAYNAŞTIRMA UYGULAMALARINA İLİŞKİN ÖZGÜVENLERİ VE MENTAL SAĞLIGINA ETKİSİ

Year 2023, Volume: 5 Issue: 1, 17 - 31, 16.12.2023

Gülşah Selin Tümkaya

Abstract

Bu araştırmanın amacı, Iheart Projesi aracılığıyla öğretmen adaylarının kaynaştırma uygulamalarına ilişkin özgüvenlerini ve mental sağlıklarını incelemektir. Iheart projesinin teorik çerçevesi, Sydney Banks tarafından geliştirilen üç ilke ile desteklenmiştir. Bu proje, katılımcıların ruhsal durumu ile doğuştan gelen iyi olma halleri arasındaki ilişkiyi ortaya çıkarmayı amaçlamaktadır. Öğretmenler, tüm öğrenciler için sosyal adalet ve eğitim eşitliğini sağlamak için değişimin en önemli temsilcileri olarak dünya çapındaki politikalarda ve literatürde yerlerini almışlardır. Böylece hem gençlerin okul faaliyetlerine katılımını hem de akademik başarılarını artırmada kilit rol oynayabilirler. Bu nedenle, öğretmenleri kaynaştırma uygulamalarına hazırlamak, gençlerin gelişimi için kaynaklarını nasıl kullanabilecekleri konusunda farkındalıklarını artırmak için öğretmenlerin özgüvenlerini ve refahlarını güçlendirmek gerekmektedir. Bu proje, eğitimli bir Iheart koordinatörü tarafından yürütülmüştür. Iheart, gençlerin doğuştan gelen dayanıklılıklarını ve esenliklerini ortaya çıkarmalarını desteklemeyi amaçlar. Araştırma, projede yer alan öğretmen adayları, araştırmacı ve deneyimli koordinatör eşliğinde kaynaştırma uygulamalarına ilişkin özgüven ve zihinsel esenlik konularını saptamak için karma yöntemler kullanan bir vaka çalışmasından oluşmaktadır. Araştırma, Plymouth üniversitesinde Iheart başlangıç kurslarına kayıtlı 100, 1. sınıf ve iki 2. sınıf öğretmen adayı ile gerçekleştirilmiştir. Bu makalede ise yalnızca 14 özel eğitim öğretmen adayının verileri kullanılmıştır. Veriler, “Kapsayıcı Uygulama için Öğretmen Öz Yeterliliği” ve “Warwick–Edinburgh Mental İyi Oluş” ölçekleri aracılığıyla toplanmıştır. Bunun yanı sıra, veri toplamanın bir parçası olarak görüşmeler, geri bildirim formları ve araştırmacı günlükleri uygulanmıştır. Ortaya çıkan bulgular, Iheart'ta kullanılan ve etkileşime dayanan aktivitelerin ve bazı tekniklerin öğretmen adaylarına okul ortamında özgüvenlerini ve zihinsel sağlıklarını artırma açısından faydalı olabileceğini göstermiştir. Bu sonuçlardan yola çıkarak öğretmen adaylarının Iheart çerçevesinde aldıkları eğitimin, okul ortamlarında etkili kaynaştırma uygulamaları geliştirerek mesleki yaşamlarına katkı sağlamasının beklendiği söylenebilir.

Keywords

ıheart, kaynaştırma, öz güven, mental sağlık

THE EFFECT OF IHEART PROJECT ON STUDENT TEACHERS' SELF-CONFIDENCE AND MENTAL WELLBEING REGARDING INCLUSION PRACTICES

Abstract

The aim of this research is to investigate student teachers’ self-confidence and mental well-being regarding inclusive practices through Iheart Project. The theoretical framework of the Iheart project was underpinned by the three principles which were developed by Sydney Banks. This project aims to reveal to participants the relationship between the psychology of the mind and innate well-being. Teachers have taken their place in policies and literature worldwide as vital agents of change to ensure social justice and educational equality for all learners. They, therefore, can play a key role both in increasing the participation of youth in school activities and improving their achievement. For this reason, preparing teachers for inclusive practices requires strengthening teachers’ self-confidence and wellbeing to increase their awareness of how they might use their resources for the development of youth. This project is led by a trained Iheart facilitator. Iheart aims to support young people to bring to light their innate resilience and well-being. The research is a case study that employs mixed methods to explore issues of self-confidence and mental wellbeing regarding inclusive practices based on student teachers, the researcher, and the facilitator experienced in the project. The study was conducted with 100 Year 1, and two Year 2 student teachers enrolled in initial teacher education courses at Plymouth University. In this article, only the data of 14 special education teacher candidates were used. Data has been collected via Teacher Efficacy for Inclusive Practice and Warwick–Edinburgh Mental Well-being Scales. Besides that interviews, feedback forms, and the research diaries were applied as a part of data collection. So far, emerging findings suggest that the interactive activities and some of the techniques used in Iheart can be useful to teachers in terms of increasing their self-confidence and mental wellbeing in the school environment. It is anticipated that the training that student teachers receive within the Iheart framework can contribute to their professional lives as they develop effective inclusive practices in mainstream settings.

Keywords

iheart, inclusive, self-confidience, mental well-being

References

• Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. Teaching in Inclusive School Communities, S. Carrington & J. Macarthur (eds.), 65-87. John Wiley & SonsAustralia.
• Booth, T. & Ainscow, M. (2002). Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE
• Brown, K.T. (2001). The effectiveness of early childhood inclusion: Parents' perspectives. Master of Science Action Research Project, Loyola College Retrieved September 30, 2007 from ERIC Digest database.
• Donaldson, G. (2011). Teaching Scotland’s future: Report of a review of teacher education in Scotland. Published by the Scottish Government, http://dera.ioe.ac.uk/id/eprint/2178
• Dreyer, L. (2017). Inclusive education. Education Studies for Initial Teacher Development. Cape Town: Juta, 383-399.
• Edwards, A. (2007). Relational agency in professional practice: A CHAT analysis. Actio: An international Journal of Human Activity Theory, 1(3), 1-17. https://www.researchgate.net/publication/241599214
• Edwards, A. (2010). Relational agency: working with other practitioners. In Being an expert professional practitioner (pp. 61-79). Springer, Dordrecht.
• Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject.
• Florian, L. (2009). Preparing teachers to work in'schools for all'. Teaching and Teacher Education, 25(4), 553-554. https://doi.org/10.1016/j.tate.2009.02.004
• Foster, D. (2019). Initial teacher training in England. Commons Library Briefing, Briefing Paper, Number 6710, 16 December, 2019.
• Iheart. (2020). Available from: https://iheartprinciples.com/
• Iheart. (2021). Available from: https://iheartprinciples.com/
• Jürgensen, K. & Guesalaga, R. (2018). Young consumers’ innovativeness in apparel choices: A model including consumer self‐confidence. International Journal of Consumer Studies, 42(2), 255-263.
• Klassen, R. M. & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129.
• Klassen, R. M. & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness. Educational Research Review, 12, 59 -76.
• Maslach, C. & Leiter, M.P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498-512.
• Maslach, C., Schaufeli, W.B. & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
• Norman, M. & Hyland, T. (2003). The role of confidence in lifelong learning.Educational Studies, 29(2-3), 261-272.
• Public Health England (2016). Measuring and monitoring children and young people’s mental wellbeing: A toolkit for schools and colleges. [Online]. [15 June 2020]. https://www.basw.co.uk/system/files/resources/basw_34207-7_0.pdf
• Schleicher, A. (2018). Valuing our teachers and raising their status. Paris: OECD Publishing.
• Sharma, H.L. & Nasa, G. (2014). Academic self-efficacy: A reliable predictor of educational performances. British Journal of Education, 2 (3), 57-64.
• Sharma, U., Loreman, T. & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices, Journal of Research in Special Educational Needs, 12(1), 12-21.
• Skaalvik, E. M. & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77.
• Three Principles Foundation (2020). Three Principles Foundation. https://threeprinciplesfoundation.org/-
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
• UK, G., (2022). Explore Education Statistics: School workforce in England, 9 June 2022.
• Villegas, A. M. & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Suny Press.
• Warwick Medical School. (2018). The Warwick-Edinburgh Mental Wellbeing Scales-(S) WEMWBS. https://warwick.ac.uk/fac/sci/med/research/platform/wemwbs/
• Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student achievement adjustment, and teacher’s well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
• Zeichner, K. M. (2009). Teacher education and the struggle for social justice. https://doi.org/10.4324/9780203878767