Ders Araştırması Modeli özel eğitimde nasıl kullanılabilir?

Yıl 2022, Sayı: 29, 241 - 251, 21.08.2022

Ahmet Aykan

https://doi.org/10.29000/rumelide.1164863

Öz

Bu çalışma ders araştırması mesleki gelişim modelinin özel eğitimde nasıl bir işleve sahip olacağını belirlemek amacıyla yapılmıştır. Nitel araştırma yöntemlerinden durum çalışması ile desenlenen çalışma, ölçüt örnekleme yöntemi ile belirlenen 10 özel eğitim öğretmeni ile yürütülmüştür. 6 haftalık bir süreçte ders araştırması modelini ilk defa öğrenen ve uygulayan özel eğitim öğretmenlerinden gözlem raporları ve yarı yapılandırılmış görüşme formlarıyla veriler toplanmıştır. Elde edilen veriler içerik analizi ile analiz edilerek, okuyucuların kolay anlayabileceği şekilde tablolarla sunulmuştur. Özel eğitim öğretmenlerinin mesleki gelişimlerini; sosyal medya, uzmanlar, deneyimli meslektaşlar, eğitimler ve kitaplardan sağlamaya çalıştıkları anlaşılmıştır. ders araştırması ile birlikte özel eğitim öğretmenlerinin; pedagojik temelli, öğrenci temelli, öğretmen temelli bir takım olumlu kazanımlar elde ettikleri tespit edilmiştir. Ayrıca özel eğitim öğretmenlerinin ders araştırması ile ilgili endişe, kaygı, zaman ve maliyet gibi bir takım olumsuzluklardan da bahsettikleri sonucu elde edilmiştir. Araştırma sonucunda ders araştırması modelinin özel eğitim bünyesinde yapılan az sayıdaki çalışma ile temsil edildiği anlaşılmıştır. Bu kapsamda özel eğitim öğretmenlerinin mesleki gelişimlerine ve özel eğitim öğrencilerinin başarılarına katkı sağlayabilecek olan ders araştırması modelinin özel eğitimde daha fazla çalışmada yer alması gerektiği önerilmiştir.

Anahtar Kelimeler

Ders araştırması modeli, özel eğitim, öğretmen mesleki gelişimi, durum çalışması

How can Lesson Study Model be used in special education?

Öz

This study was conducted to determine how the professional development model of lesson study would function in special education. The study was designed as a case study, which is one of the qualitative research methods, and it was carried out with 10 special education teachers selected by criterion sampling. Data were collected through observation reports and semi-structured interview forms from special education teachers who learned and applied the lesson study model for the first time in a 6-week period. The data obtained were analyzed by content analysis and presented in tables. The study found that special education teachers receive professional development from social media, experts, experienced colleagues, trainings, and books. It was determined that special education teachers have achieved some pedagogical, student, and teacher-based positive gains thanks to the lesson study. In addition, special education teachers also mentioned some negativities such as worry, anxiety, time, and cost about the lesson study. The present study revealed that the lesson study model was represented by a small number of studies conducted within the scope of special education. In this context, it was suggested that the lesson study model, which could contribute to the professional development of special education teachers and the success of special education students, should be included in more studies in special education.

Anahtar Kelimeler

Lesson study model, special education, teacher professional development, case study

Kaynakça

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