Deprem Bölgesindeki Özel Eğitim Öğretmen Adaylarının Yüz Yüze Eğitime İlişkin Görüşleri

Öz

Deprem sonrası yükseköğretimde yalnızca akademik toparlanmanın değil, psikososyal iyileşme ve erişilebilirliğin eşzamanlı yönetilmesi gerekmektedir. Bu çalışma, 6 Şubat 2023 depremlerinden etkilenen illerde öğrenim gören özel eğitim öğretmen adaylarının yüz yüze eğitime ilişkin görüşlerini ortaya koymayı amaçlamıştır. Nitel yaklaşım ile yürütülen araştırmada ölçüt örnekleme ile seçilen 21 öğretmen adayıyla yarı yapılandırılmış bireysel görüşmeler yapılmış, ses kayıtları yazıya aktarılmış ve veriler içerik analiziyle çözümlenmiştir. Kodlama iki araştırmacı tarafından gerçekleştirilmiş, MAXQDA Analytics Pro 2024 kullanılarak temalar yapılandırılmış ve doğrudan alıntılarla desteklenmiştir. Bulgular, yüz yüze eğitime dönüşün aidiyet, etkileşim ve rutinleri onarma açısından olumlu; travmanın tetiklenmesi, güvenlik, barınma–ulaşım güçlükleri ve uyum sorunları açısından zorlayıcı olduğunu göstermiştir. Katılımcılar akademik telafi/esnek değerlendirme, psikolojik danışmanlık, ekonomik ve erişilebilirlik desteklerine ihtiyaç olduğunu bildirmiş, kurumsal desteklerin yararlı fakat eşit olmayan şekilde dağıldığını vurgulamıştır. Sonuç olarak, bulgular travma odaklı öğretim, esnek değerlendirme ve hedeflenmiş öğrenci destek paketlerinin aciliyetini göstermekte olup, özel eğitim perspektifinin afet sonrası kapsayıcı ve sürdürülebilir üniversite uygulamalarının tasarımında stratejik bir rehber sunduğunu ortaya koymaktadır.

Anahtar Kelimeler

• Deprem sonrası
• Öğretmen adayları
• Afet sonrası öğrenme ortamları

Pre-Service Special Educators’ Perspectives on Post-Earthquake In-Person Learning

Öz

In the aftermath of an earthquake, higher education requires the simultaneous management of not only academic recovery but also psychosocial recovery and accessibility. This study aims to reveal the views of special education teacher candidates studying in provinces affected by the February 6, 2023, earthquakes regarding in-person education. Conducted using a qualitative approach, the study involved semi-structured individual interviews with 21 teacher candidates selected through purposive sampling, audio recordings were transcribed, and the data were analyzed using content analysis. Coding was performed by two researchers; themes were structured using MAXQDA Analytics Pro 2024 and supported by direct quotations. The findings indicate that the transition back to in-person education was positive in terms of belonging, interaction, and restoring routines; however, it was challenging in terms of trauma triggers, safety, housing and transportation difficulties, and adjustment issues. Participants reported a need for academic make-up/flexible assessment, psychological counseling, and economic and accessibility support, emphasizing that institutional support was beneficial but distributed unequally. In conclusion, the findings highlight the urgency of trauma-informed teaching, flexible assessment, and targeted student support packages, and demonstrate that a special education perspective offers a strategic guide for designing inclusive and sustainable university practices in the aftermath of a disaster.

Anahtar Kelimeler

• Post-earthquake
• Pre-service teachers
• Post-disaster learning environments

Kaynakça

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