Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Sayı: 47, 41 - 54, 03.01.2023
https://doi.org/10.5152/AUJKKEF.2022.1028595

Öz

Kaynakça

  • Arrah, R. O., & Swain, K. D. (2014). Teachers’ perceptions of students with special education needs in Cameroon secondary schools. International Journal of Special Education, 29(3), 101–110.
  • Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211. [CrossRef]
  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration / inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. [CrossRef]
  • Aydın, G., & Şentürk, Ş. (2021). Özel eğitim bölümü lisans programının birleştirilmesine yönelik özel eğitim öğretmenlerinin görüşlerinin değerlendirilmesi. Turkish Journal of Primary Education, 6(1), 36–50. [CrossRef]
  • Bannister-Tyrrell, M. L., Mavropoulou, S., Jones, M., Bailey, J., O’Donnell- Ostini, A., & Dorji, R. (2018). Initial teacher preparation for teaching students with exceptionalities: Pre-service teachers’ knowledge and perceived competence. Australian Journal of Teacher Education, 43(6), 19–34. [CrossRef]
  • Baştuğ, Y. E., & Servİ, C. (2021). Öğretmen adaylarının özel gereksinimli bireylere ilişkin tutumlarının metaforik algıları çerçevesinde incelenmesi: Bir karma desen incelemesi. e-Kafkas Eğitim Araştırmaları Dergisi, 8, 770–787. [CrossRef]
  • Bataineh, O., Dababneh, K., & Baniabdelrahman, A. (2010). Competencies of learning disabilities for general education teachers in regular classrooms in Jordan. University of Sharjah Journal of Humanities & Social Sciences, 7(1), 27–45.
  • Bildiren, A., Gür, G., Sağkal, A. S., & Özdemir, Y. (2020). The perceptions of the preschool teachers regarding identification and education of gifted children. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 329–356. [CrossRef]
  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39–55. [CrossRef]
  • Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children with autism. Rural Educator, 33(2), 27–35. [CrossRef]
  • Cardona, M. C. (2009). Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain. Journal of the International Association of Special Education, 10(1), 33–41.
  • Cassady, J. M. (2011). Teachers’ attitudes toward the inclusion of students with autism and emotional behavioral disorder. Electronic Journal for Inclusive Education, 2(7), 5.
  • Charles, C. M., & Mertler, C. A. (2002). Introduction to educational research (4th ed). Allyn and Bacon.
  • Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research: Developments, debates, and dilemmas. In R. A. Swanson & E. F. Holton III (Eds.). Research in organizations: Foundations and methods of inquiry (pp. 315–326). Berrett-Koehler Publishers.
  • Crick, R. D. (2008). Key competencies for education in a European context: Narratives of accountability or care. European Educational Research Journal, 7(3), 311–318. [CrossRef]
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. [CrossRef]
  • DeCoster, J., Gallucci, M., & Iselin, A. R. (2011). Best practices for using median splits, artificial categorization, and their continuous alternatives. Journal of Experimental Psychopathology, 2(2), 197–209. [CrossRef]
  • Ergül, C., Baydık, B., & Demir, S. (2013). Opinions of in-service and preservice special education teachers on the competencies of the undergraduate special education programs. Educational Sciences: Theory and Practice, 13(1), 518–522.
  • Gilor, O., & Katz, M. (2021). From normalisation to inclusion: Effects on pre-service teachers’ willingness to teach in inclusive classes. International Journal of Inclusive Education, 25(4), 466–481. [CrossRef] History of the Council of Higher Education (n.d.). Retrieved from https:// www.yok.gov.tr/kurumsal/tarihce.
  • Holst, T. K., & Pihlaja, P. M. (2011). Teachers’ perceptions of their personal early childhood special education competence in day care. Teacher Development, 15(3), 349–362. [CrossRef]
  • Johnson, E., & Semmelroth, C. L. (2014). Special education teacher evaluation: Why it matters, what makes it challenging, and how to address these challenges. Assessment for Effective Intervention, 39(2), 71–82. [CrossRef]
  • Karasu, N., Aykut, Ç., & Yılmaz, B. (2014). Zihin engellilerin eğitimi anabilim dalı öğretmen yetiştirme programı üzerine öğretmen görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 129–142.
  • Kavak, Y., & Baskan, G. A. (2009). Restructuring studies of teacher education in recent years in Turkey. Procedia – Social and Behavioral Sciences, 1(1), 364–367. [CrossRef]
  • Kilimci, S. (2009). Teacher training in some EU countries and Turkey: How similar are they? Procedia – Social and Behavioral Sciences, 1(1), 1975–1980. [CrossRef]
  • Kitano, M. K. (2003). What’s missing in gifted education reform. In J. H. Borland (Ed.). Rethinking gifted education (pp. 159–170). Teachers College Press, Columbia University.
  • MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52. [CrossRef]
  • Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd ed). Pro-Ed Inc.
  • McHugh, M. L. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143–149. [CrossRef]
  • Ministry of National Education (2018). Retrieved from http://mevzuat. meb.gov.tr/dosyalar/1961.pdf
  • Myers, L., & Sirois, M. J. (2006). Spearman correlation coefficients, differences between. Encyclopedia of statistical sciences, John Wiley & Sons, Inc.. [CrossRef]
  • National Education Statistics Formal Education [Milli Egitim Istatistikleri Orgun Egitim (2019/2020). Retrieved from http://sgb.meb.gov.tr/ www/icerik_goruntule.php?KNO=396.
  • Nougaret, A. A., Scruggs, T. E., & Mastropieri, M. A. (2005). Does teacher education produce better special education teachers? Exceptional Children, 71(3), 217–229. [CrossRef]
  • Pavlidou, K., & Alevriadou, A. (2022). An assessment of general and special education teachers’ and students’ interpersonal competences and its relationship to burnout. International Journal of Disability, Development and Education, 69(3), 1080–1094. [CrossRef]
  • Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: The role of teachers’ competence and attitudes. Insights into Learning Disabilities, 15(1), 49–63.
  • Rakap, S., Cig, O., & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: Impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17(2), 98–109. [CrossRef]
  • Rakap, S., Parlak-Rakap, A., & Aydin, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223–1237. [CrossRef]
  • Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33(1), 8–24. [CrossRef]
  • The Council of Higher Education (n.d.). Retrieved from https://ww w.yok .gov. tr/Do cumen ts/Ku rumsa l/egi tim_o greti m_dai resi/ Yeni- O gret men-Y etist irme- Lisan s-Pro graml ari/O​zel_E gitim Ogre tmenl igi_L isans Prog rami. pdf
  • The Turkish Grand National Assembly Research Commission report (2020). Retrieved from https ://ww w.tbm m.gov .tr/s irasa yi/do nem27 / yil0 1/ss2 00.pd f.
  • Theeb, R., Muhaidat, M., Et al. (2014). Professional competencies among pre-service teachers in special education from their perspectives. Zboon, E. Education, 135(1), 133–143.
  • Vialle, W., & Tischler, K. (2009). Gifted students’ perceptions of the characteristics of effective teachers (pp. 115–124). Retrieved from https ://ro .uow. edu.a u/cgi /view conte nt.cg i?art icle= 2047& conte xt=ed upape rs
  • Xu, N., Chen, P., Lang, R., Kong, L. L., & Qu, H. Y. (2021). The effect of Chinese special education teachers’ competence on their cccupational wellbeing: The mediating effect of resilience. International Journal of Disability, Development and Education, 1–16. [CrossRef]
  • Zar, J. H. (2005). Spearman rank correlation. Encyclopedia of biostatistics. [CrossRef]

Pre-Service Special Education Teachers’ Perceptions of Competence, Willingness of Working, and Challenges of Working with Respect to Subfields of Special Education

Yıl 2022, Sayı: 47, 41 - 54, 03.01.2023
https://doi.org/10.5152/AUJKKEF.2022.1028595

Öz

The purpose of this study is to examine pre-service special education teachers’ perceptions of
competence, willingness of working, and challenges of working with respect to subfields of special
education identified in the special education teacher training program in Turkey. A researchercreated
survey named “Perceptions of Competence, Willingness of Working and Challenges of
Working Survey” was used in this quantitative research. The sample of the study consists of 174
pre-service special education teachers in Istanbul, Turkey. The findings are as follows: (1) the subfields
that the pre-service teachers found themselves more competent were the same as the
subfields that they found themselves more willing; (2) the subfields that the pre-service teachers
found themselves less competent were the same as the subfields that they found themselves
less willing; (3) the subfields of hearing disability and gifted and talented were found in less category
in all three dimensions (less competent, less willing, and less challenging); (4) the subfields
of autism spectrum disorder and intellectual disability were found in more categories in all three
dimensions (more competent, more willing, and more challenging). Regarding correlational analysis,
a positive relationship was explored among perceptions of competence and willingness of
working for all subfields of special education. Finally, mixed findings were obtained regarding the
association between perceptions of competence, willingness of working, and challenges of working
by gender. Results present comparative views about subfields of special education.

Kaynakça

  • Arrah, R. O., & Swain, K. D. (2014). Teachers’ perceptions of students with special education needs in Cameroon secondary schools. International Journal of Special Education, 29(3), 101–110.
  • Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211. [CrossRef]
  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration / inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. [CrossRef]
  • Aydın, G., & Şentürk, Ş. (2021). Özel eğitim bölümü lisans programının birleştirilmesine yönelik özel eğitim öğretmenlerinin görüşlerinin değerlendirilmesi. Turkish Journal of Primary Education, 6(1), 36–50. [CrossRef]
  • Bannister-Tyrrell, M. L., Mavropoulou, S., Jones, M., Bailey, J., O’Donnell- Ostini, A., & Dorji, R. (2018). Initial teacher preparation for teaching students with exceptionalities: Pre-service teachers’ knowledge and perceived competence. Australian Journal of Teacher Education, 43(6), 19–34. [CrossRef]
  • Baştuğ, Y. E., & Servİ, C. (2021). Öğretmen adaylarının özel gereksinimli bireylere ilişkin tutumlarının metaforik algıları çerçevesinde incelenmesi: Bir karma desen incelemesi. e-Kafkas Eğitim Araştırmaları Dergisi, 8, 770–787. [CrossRef]
  • Bataineh, O., Dababneh, K., & Baniabdelrahman, A. (2010). Competencies of learning disabilities for general education teachers in regular classrooms in Jordan. University of Sharjah Journal of Humanities & Social Sciences, 7(1), 27–45.
  • Bildiren, A., Gür, G., Sağkal, A. S., & Özdemir, Y. (2020). The perceptions of the preschool teachers regarding identification and education of gifted children. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 329–356. [CrossRef]
  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39–55. [CrossRef]
  • Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children with autism. Rural Educator, 33(2), 27–35. [CrossRef]
  • Cardona, M. C. (2009). Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain. Journal of the International Association of Special Education, 10(1), 33–41.
  • Cassady, J. M. (2011). Teachers’ attitudes toward the inclusion of students with autism and emotional behavioral disorder. Electronic Journal for Inclusive Education, 2(7), 5.
  • Charles, C. M., & Mertler, C. A. (2002). Introduction to educational research (4th ed). Allyn and Bacon.
  • Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research: Developments, debates, and dilemmas. In R. A. Swanson & E. F. Holton III (Eds.). Research in organizations: Foundations and methods of inquiry (pp. 315–326). Berrett-Koehler Publishers.
  • Crick, R. D. (2008). Key competencies for education in a European context: Narratives of accountability or care. European Educational Research Journal, 7(3), 311–318. [CrossRef]
  • De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. [CrossRef]
  • DeCoster, J., Gallucci, M., & Iselin, A. R. (2011). Best practices for using median splits, artificial categorization, and their continuous alternatives. Journal of Experimental Psychopathology, 2(2), 197–209. [CrossRef]
  • Ergül, C., Baydık, B., & Demir, S. (2013). Opinions of in-service and preservice special education teachers on the competencies of the undergraduate special education programs. Educational Sciences: Theory and Practice, 13(1), 518–522.
  • Gilor, O., & Katz, M. (2021). From normalisation to inclusion: Effects on pre-service teachers’ willingness to teach in inclusive classes. International Journal of Inclusive Education, 25(4), 466–481. [CrossRef] History of the Council of Higher Education (n.d.). Retrieved from https:// www.yok.gov.tr/kurumsal/tarihce.
  • Holst, T. K., & Pihlaja, P. M. (2011). Teachers’ perceptions of their personal early childhood special education competence in day care. Teacher Development, 15(3), 349–362. [CrossRef]
  • Johnson, E., & Semmelroth, C. L. (2014). Special education teacher evaluation: Why it matters, what makes it challenging, and how to address these challenges. Assessment for Effective Intervention, 39(2), 71–82. [CrossRef]
  • Karasu, N., Aykut, Ç., & Yılmaz, B. (2014). Zihin engellilerin eğitimi anabilim dalı öğretmen yetiştirme programı üzerine öğretmen görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 129–142.
  • Kavak, Y., & Baskan, G. A. (2009). Restructuring studies of teacher education in recent years in Turkey. Procedia – Social and Behavioral Sciences, 1(1), 364–367. [CrossRef]
  • Kilimci, S. (2009). Teacher training in some EU countries and Turkey: How similar are they? Procedia – Social and Behavioral Sciences, 1(1), 1975–1980. [CrossRef]
  • Kitano, M. K. (2003). What’s missing in gifted education reform. In J. H. Borland (Ed.). Rethinking gifted education (pp. 159–170). Teachers College Press, Columbia University.
  • MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52. [CrossRef]
  • Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd ed). Pro-Ed Inc.
  • McHugh, M. L. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143–149. [CrossRef]
  • Ministry of National Education (2018). Retrieved from http://mevzuat. meb.gov.tr/dosyalar/1961.pdf
  • Myers, L., & Sirois, M. J. (2006). Spearman correlation coefficients, differences between. Encyclopedia of statistical sciences, John Wiley & Sons, Inc.. [CrossRef]
  • National Education Statistics Formal Education [Milli Egitim Istatistikleri Orgun Egitim (2019/2020). Retrieved from http://sgb.meb.gov.tr/ www/icerik_goruntule.php?KNO=396.
  • Nougaret, A. A., Scruggs, T. E., & Mastropieri, M. A. (2005). Does teacher education produce better special education teachers? Exceptional Children, 71(3), 217–229. [CrossRef]
  • Pavlidou, K., & Alevriadou, A. (2022). An assessment of general and special education teachers’ and students’ interpersonal competences and its relationship to burnout. International Journal of Disability, Development and Education, 69(3), 1080–1094. [CrossRef]
  • Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: The role of teachers’ competence and attitudes. Insights into Learning Disabilities, 15(1), 49–63.
  • Rakap, S., Cig, O., & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: Impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17(2), 98–109. [CrossRef]
  • Rakap, S., Parlak-Rakap, A., & Aydin, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223–1237. [CrossRef]
  • Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33(1), 8–24. [CrossRef]
  • The Council of Higher Education (n.d.). Retrieved from https://ww w.yok .gov. tr/Do cumen ts/Ku rumsa l/egi tim_o greti m_dai resi/ Yeni- O gret men-Y etist irme- Lisan s-Pro graml ari/O​zel_E gitim Ogre tmenl igi_L isans Prog rami. pdf
  • The Turkish Grand National Assembly Research Commission report (2020). Retrieved from https ://ww w.tbm m.gov .tr/s irasa yi/do nem27 / yil0 1/ss2 00.pd f.
  • Theeb, R., Muhaidat, M., Et al. (2014). Professional competencies among pre-service teachers in special education from their perspectives. Zboon, E. Education, 135(1), 133–143.
  • Vialle, W., & Tischler, K. (2009). Gifted students’ perceptions of the characteristics of effective teachers (pp. 115–124). Retrieved from https ://ro .uow. edu.a u/cgi /view conte nt.cg i?art icle= 2047& conte xt=ed upape rs
  • Xu, N., Chen, P., Lang, R., Kong, L. L., & Qu, H. Y. (2021). The effect of Chinese special education teachers’ competence on their cccupational wellbeing: The mediating effect of resilience. International Journal of Disability, Development and Education, 1–16. [CrossRef]
  • Zar, J. H. (2005). Spearman rank correlation. Encyclopedia of biostatistics. [CrossRef]
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ayşe Dilşad Yakut Bu kişi benim 0000-0001-8277-6213

Savaş Akgül Bu kişi benim 0000-0003-0436-2765

Yayımlanma Tarihi 3 Ocak 2023
Gönderilme Tarihi 29 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Sayı: 47

Kaynak Göster

APA Yakut, A. D., & Akgül, S. (2023). Pre-Service Special Education Teachers’ Perceptions of Competence, Willingness of Working, and Challenges of Working with Respect to Subfields of Special Education. Educational Academic Research(47), 41-54. https://doi.org/10.5152/AUJKKEF.2022.1028595

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License

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