Sınıf Öğretmeni Adaylarının Kaynaştırma Eğitiminde Yapay Zeka Kullanımına Yönelik Görüşleri

Öz

Bu çalışma, sınıf öğretmeni adaylarının yapay zeka (YZ) teknolojilerinin kaynaştırma eğitimi kapsamında kullanımına ilişkin görüşlerini incelemektedir. Nitel araştırma desenine uygun olarak, 15 öğretmen adayıyla yarı yapılandırılmış görüşme formu aracılığıyla derinlemesine görüşmeler gerçekleştirilmiştir. Tematik analiz sonucunda katılımcıların YZ’yi; bireyselleştirilmiş öğrenmeyi destekleyen, anlık geri bildirim sağlayan ve öğrenci motivasyonunu artıran bir araç olarak gördükleri belirlenmiştir. Bununla birlikte; veri gizliliği, içerik güvenilirliği, erişim eşitsizliği ve etik yansımalar konusunda önemli kaygılar da dile getirilmiştir. Ayrıca katılımcılar, YZ’nin sınıf içi uygulamalarda etkili biçimde kullanılabilmesi için gerekli pedagojik ve teknik eğitimin yetersiz olduğunu vurgulamıştır. Bulgular, kaynaştırma eğitiminde YZ’nin sorumlu, adil ve etkili kullanımını destekleyecek şekilde öğretmen yetiştirme programlarının gözden geçirilmesi gerektiğini göstermektedir. Sonuç olarak çalışma, eğitimde YZ entegrasyonuna yönelik kapsamlı ve etik temelli bir yaklaşımın önemine işaret etmektedir.

Anahtar Kelimeler

• Biryselleştirilmiş Eğitim
• Dijital Etik
• Kaynaştırma Eğitimi
• Sınıf Öğretmeni Adayları
• Yapay Zeka

Destekleyen Kurum

Bu çalışma, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) tarafından 2209-A – Lisans Öğrencileri Araştırma Projeleri Destek Programı (Proje No: 1919B012428349) kapsamında desteklenmiştir.

Proje Numarası

Project No: 1919B012428349

Etik Beyan

Bu çalışmada, Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi’nde belirtilen tüm kurallara uyulmuştur. Yönergede Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler başlığı altında açıklanan eylemlerden hiçbiri gerçekleştirilmemiştir.

Perspectives of Primary School Teacher Candidates on the Use of Artificial Intelligence in Inclusive Education

Öz

This study investigates how primary school teacher candidates perceive the integration of artificial intelligence (AI) technologies in inclusive education. Using a qualitative research design, in-depth interviews were conducted with 15 teacher candidates through a semi-structured interview form. Thematic analysis revealed that the participants viewed AI as a tool to support personalised learning, provide immediate feedback, and enhance student motivation. However, they also expressed significant concerns regarding data privacy, content reliability, unequal access, and ethical implications. In addition, the participants emphasised the lack of pedagogical and technical training necessary for the effective implementation of AI in classroom settings. The findings highlight the need to revise teacher education programmes in order to support the responsible, equitable, and effective use of AI in inclusive educational environments. Overall, the study points to the importance of a comprehensive and ethically grounded approach to the integration of AI in education.

Anahtar Kelimeler

• Artificial intelligence
• Digital ethics
• Inclusive education
• Personalised education
• Teacher candidates

Destekleyen Kurum

This study was supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) within the scope of the 2209-A – Research Project Support Programme for Undergraduate Students (Project No: 1919B012428349).

Proje Numarası

Project No: 1919B012428349

Etik Beyan

This study fully complies with all the ethical principles outlined in the Directive for Scientific Research and Publication Ethics of the Council of Higher Education (YÖK). None of the violations defined under the section titled “Acts Contrary to Scientific Research and Publication Ethics” in the directive were committed during the course of this research.

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