The purpose of this study was to examine the personal and professional development of teacher candidates in the inclusive education class. For this purpose, it was tried to determine the knowledge, feelings, thoughts, attitudes and beliefs of the counselor-in-trainingsand primary school teacher candidates during the course. For this purpose, diaries were written by students voluntarily during the 14-week course. The diaries were analyzed using the document analysis method, one of the qualitative research methods, and the data were analyzed using the content analysis method. During the semester, most of the lessons continued in the form of distance education due to the Covid-19 outbreak. This situation caused the students to include their feelings and thoughts about the course process both face to face and as distance education in their diaries. As a result of the research, it was determined that although there were some similarities between the themes that emerged in the pre-Covid-19 period and the Covid-19 global epidemic period, some differences also emerged. Teacher candidates frequently emphasized the importance of the psycho-social support they received from the instructor of the course during the quarantine period. The candidates drew attention to the issues such as the inclusive education course being activity-based and the use of differentiation strategies, and criticized the side of distance education that prevents active participation. The candidates stated that they gained knowledge and attitude related to the inclusive education. This situation reveals the necessity of giving the inclusive education course to prospective teachers effectively in terms of both content and process.
|Konular||Eğitim, Eğitim Araştırmaları|
|Yayımlanma Tarihi||31 Aralık 2020|
|Yayınlandığı Sayı||Yıl 2020, Cilt 1, Sayı 2|