Psikolojik Danışman ve Sınıf Öğretmeni Adaylarının Kapsayıcı Eğitim Günlükleri

Yıl 2020, Cilt: 1 Sayı: 2, 29 - 53, 31.12.2020

Hasan Eşici , Yeliz Doğan

Öz

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.

Anahtar Kelimeler

inclusive education, teacher training, diary

Kaynakça

• Anderson, L. S., & Devine M. E. (2018). Including Youth of All Abilities. In Youth Development Principles and Practices in Out of School Time Settings (Eds. Peter A. Witt & Linda L. Caldwell, 2. Edition). Urbana: Sagamore Venture.
• Ayan, M. (2011). Eğitim fakültelerinin sınıf öğretmenliği programlarının öğretmenlik mesleği genel yeterliklerini kazandırma düzeyi, Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H. ve İşcen, F.(2014). . The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60.
• Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9 (2), 27-40. doi:10.3316/QRJ0902027
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri, (20.baskı). Ankara: Pegem Akademi.
• Causton, J., & Tracy Bronson, C. P., (2015). The educator’s handbook for inclusive school practices. Baltimore: Paul H. Brokees Publishing Co.
• Cavington G.A., & B. Hannah. (1997). Access by Design, New York, Van Nostrand Reinhold.
• César, M., & Santos, N. 2006). From exclusion to inclusion: collaborative work contributions to more inclusive learning settings. European Journal of Psychology of Education, 21(3), 333-346. doi: org/10.1007/BF03173420
• Creswell, J. W. (2011). Controversies in Mixed Methods Research. In Denzin, K. N. & Lincoln, Y. S. (Eds.), The Sage Handbook of Qualitative Research.
• Çoban, O. ve Akşit, İ. (2018). 2005 ve 2017 Sosyal bilgiler öğretim programlarının öğrenme alanı, kazanım, kavram, değer ve beceri boyutları açısından karşılaştırılması. Journal of History Culture and Art Research, 7(1), 479-505. doi:10.7596/taksad.v7i1.1395
• Dağlıoğlu, H. E., Doğan, A. T. ve Basit, O. (2017). Kapsayıcı Okul Öncesi Eğitim Ortamlarında Öğretmenler Çocukların Bireysel Yeteneklerini Belirlemek ve Geliştirmek İçin Neler Yapıyor? Gazi Üniversitesi Eğitim Fakültesi Dergisi 37(3), 883- 910.
• De Boera, A., Pijl, S. J., & Minnaerta, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353.
• Erkuş, A. (2012). Değerlendirme, derleme, norm, norm geliştirme, normalleştirme nedir ne değildir? Elemantary Education Online 11(2), 1-6.
• ERG (2016a). Kapsayıcı eğitim: okul pratikleri, öğretmen ihtiyaçları, İstanbul: Eğitim Reformu Girişimi.
• ERG (2016b). Türkiye’de ortaöğretimde kapsayıcı eğitim durum analizi. İstanbul: Eğitim Reformu Girişimi.
• ERG (2016c). Engeli olan çocukların Türkiye’de eğitime erişimi: durum analizi ve öneriler İstanbul: Eğitim Reformu Girişimi.
• European Agency for Development in Special Needs Education (2012). Teacher education for inclusion: profile of inclusive teachers. Brussels: European Agency for Development in Special Needs Education.
• Florian, L. (2008). Special or inclusive education: future trends. British Journal of Special Education, 35(4), 202-208. doi:10.1111/j.1467-8578.2008.00402.x
• Forlin, C., Cedillo, I., G., Romero‐Contreras, S., Fletcher T., & Hernández, H. J. R. (2010). Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers, International Journal of Inclusive Education, 14(7), 723-739, doi: 10.1080/13603111003778569
• Forlin, C. (2010). Future directions for teacher education for inclusion. Teacher education for inclusion channging paradigms and inovative approcahes. New York: Routledge.
• Gelbal, S. ve Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 33:135-145.
• Harvey, M. W., Yssel, N., Bauserman, E. D., & Merbler, J.B. (2008). Preservice teacher preparation for inclusion an exploration of higher education teacher-training institutions. Remedial and Special Education. 31(1), 24-31. doi: 10.1177/0741932508324397. Helen, P., & Ingrid, L. (2008). Making Schools Inclusive: How change can happen. Save The Children UK: https://resourcecentre.savethechildren.net/node/1590/pdf/1590.pdf adresinden erişilmiştir.
• Herrero J., Estevez, E., & Musitu, G. (2006). The relationships of adolescent school-related deviant behaviour and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age, Journal of Adolescence, 29 (5), 671–690. doi: 10.1016/j.adolescence.2005.08.015
• Kadan, G. ve Aral, N. (2018). Kaynaştırma uygulamasını yürüten öğretmenlerin duygusal emek ve tükenmişlik düzeylerinin incelenmesi. Çocuk Gelişimi Dergisi, 1(1), 15-29.
• Kapsayıcı Eğitim Projesi, (2018). https://oygm.meb.gov.tr/www/kapsayici-egitim-projesi-inclusive-education/icerik/679
• Kaşkaya, A. (2013). Okul ve öğretmen içerikli sinema filmlerinin öğretmen adaylarının pedagojik inançları ve eleştirel yansıtma becerileri üzerine etkisi. Doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Lewis, R. B., & Doorlag, D. H. (1999). Teaching special students in general education classrooms. NJ: Prentice Hall.
• Lopez, E.C., & Bursztyn, A. M. (2013). Future challenges and opportunities: toward culturally responsive training in school psychology, Psychology in the Schools, 50(3), 212-228. doi: 10.1002/pits
• MEB (2017). Öğretmenlik mesleği genel yeterlilikleri, Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
• McCrimmon, A. W. (2015). Inclusive education in Canada: issues in teacher preparation. Intervention in School and Clinic 50(4) 234–237. doi: 10.1177/1053451214546402
• Mintz, J. (2007). Attitudes of primary initial teacher training students to special educational needs and inclusion. Support for Learning 22(1), 3-8.
• Mura, G, Alcaraz, A. O., Aleotti, F., Cobo, M. O., Gomez, M, R., & Diamantini, D. (2020). Inclusive education in Spain and Italy: evolution and current debate. Journal of Inclusive Education in Research and Practice, 1(1), 01-23.
• Patton, M. Q. (2005). Qualitative research. New York, NY: John Wiley & Sons, Ltd.
• Romero Contreras, S., Garcia Cedillo, I., Forlin, C., & Lomelí Hernández, K., A. (2013). Preparing teachers for inclusion in Mexico: how effective is this process?. Journal of Education for Teaching: International research and pedagogy, 39(5) 509-522. doi: 10.1080/02607476.2013.836340
• Rouse, M. (2008). Developing inclusive practice: a role for teachers and teacher education? Education in the North, 16, 6-11.
• Sakarneh, M., & Nair, N.A. (2014). Effective teaching in inclusive classroom: literature review. Journal of Education and Practice, 5(24).
• Şimşir, Z, Dilmaç, B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(2): s.1116-1134. doi:10.17051/ilkonline.2018.419647
• Talmor, R., Reiter S., & Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education, European Journal of Special Needs Education, 20(2), 215-229. doi: 10.1080/08856250500055735
• Taylor, S. C., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56. doi: 10.1080/13603110903560085
• TDK (2020). 22.10.2020 tarihinde https://sozluk.gov.tr/ sayfasından erişilmiştir.
• Travers, J., Balfe, T., Butler, C., Day, T., Dupont, M., McDaid, R., O’Donnell, M., & Prunty, A. (2010). Addressing the challenges and barriers to inclusion in Irish 223 schools. Dublin: Special Education Department, St Patrick’s College.
• Tohum Otizm Vakfı, (2019). Engelli hakları odaklı kapsayıcı okul için öğretmen kılavuzu, 1-50. http://egitimdeengellihaklari.org/wpcontent/uploads/2019/11/tohum_otizm_ogretmen_kilavuzu.pdf sayfasından erişilmiştir.
• UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. https://unesdoc.unesco.org/ark:/48223/pf0000098427 sayfasından erişilmiştir.
• UNESCO (2009). Policy guidelines on ınclusion in education. France: UNESCO
• UNESCO (2017)¬. A guide for ensuring inclusion and equity in education. France:¬ UNESCO
• UNICEF ve MEB (2017).Geçici koruma statüsündeki bireylere yönelik rehberlik hizmetleri kılavuzu, Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü, Ankara.
• UNICEF (2017).Kapsayıcı eğitim. https://www.unicefturk.org/yazi/kapsayiciegitim sayfasından erişilmiştir.
• United States Department of Education. (2002). No Child Left Behind Act of 2001, 107-110, Washington, DC: U.S. Department of Education.
• Van Laarhoven, T. R. , Munk, D. D. , Lynch, K. , Bosma, J. , & Rouse, J. (2007). A model for preparing special and general education preservice teachers for inclusive education. Journal of Teacher Education, 58(5), 440-455. doi: 10.1177/0022487107306803
• Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. doi: /10.2307/1170
• Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, (9. baskı). Ankara: Seçkin.
• Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90 (2), 202–209. doi:org/10.1037/0022-0663.90.2.202
• Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development. 73 (1) 287–301. doi:org/10.1111/1467-8624.00406