Special Education Teachers' Opinions on the Teaching Practice Certificate Program

Yıl 2023, Cilt: 21 Sayı: 2, 705 - 730, 30.08.2023

Eylem Dayı Duygu Dönmez Mesut Durgun

https://doi.org/10.37217/tebd.1232486

Öz

The aim of this study is to determine the opinions of special education teachers on the Teaching Practice Certificate Program. For this purpose, the case design, one of the qualitative research methods, was used in the study. The participants of the research are 17 special education teachers who serve in special education practice schools and classrooms in the province of Ankara. Participants were identified by using a combination of criterion and snowball sampling from the types of purposeful sampling. In the study, the semi-structured interview form developed by the researchers was used to collect data. The collected data were analyzed by descriptive analysis. In this context, similar data were presented in accordance with the research questions brought together within the scope of themes and sub-themes. As a result of the research, nine themes related to the implementation of the Teaching Practice Certificate Program, one related to the contributions of the program to the work with the application students and five themes related to the development of the program, and sub-themes related to these themes were obtained from the opinions of the special education teachers. The results revealed that the teaching practice certificate program did not contribute to the teachers' work with the practice students due to the inadequacy and inappropriateness of the traditional methods used in the in-service training.

Anahtar Kelimeler

Teaching practice, Special education teacher, Cooperating teacher, Student teacher, Inservice education

Özel Eğitim Öğretmenlerinin Öğretmenlik Uygulaması Eğitimi Sertifika Programı’na İlişkin Görüşleri

Öz

Bu çalışmanın amacı, özel eğitim öğretmenlerinin Öğretmenlik Uygulaması Eğitimi Sertifika Programı’na ilişkin görüşlerinin belirlenmesidir. Bu amaçla araştırmada nitel araştırma yöntemlerinden durum (vaka) deseni kullanılmıştır. Araştırmanın katılımcılarını Ankara ilindeki özel eğitim uygulama okul ve sınıflarında özel eğitim öğretmeni olarak görev yapmakta olan 17 öğretmen oluşturmaktadır. Katılımcılar, amaçlı örnekleme türlerinden ölçüt ve kartopu örnekleme birlikte kullanılarak belirlenmiştir. Çalışmada araştırmacıların geliştirdiği yarı yapılandırılmış görüşme formu veri toplamak amacıyla kullanılmıştır. Toplanan veriler betimsel olarak analiz edilmiştir. Bu çerçevede araştırmada birbirine benzeyen veriler temalar ve alt temalar kapsamında bir araya getirilmiş araştırma sorularına uygun şekilde sunulmuştur. Araştırmanın sonucunda özel eğitim öğretmenlerinin görüşlerinden, öğretmenlik uygulaması sertifika programının yürütülme sürecine ilişkin dokuz, programın uygulama öğrencileriyle çalışmalarına katkılarına ilişkin olarak bir ve programın geliştirilmesine ilişkin beş tema ve bu temalara ilişkin alt temalar elde edilmiştir. Sonuçlar öğretmenlik uygulaması sertifika programının hizmet içi eğitimin yapılmasında kullanılan geleneksel yöntemlerin yetersizliği ve uygunsuzluğu nedeniyle öğretmenlerin uygulama öğrencileri ile çalışmalarına katkı sağlamadığını ortaya çıkarmıştır.

Anahtar Kelimeler

Öğretmenlik uygulaması, Özel eğitim öğretmeni, Uygulama öğretmeni, Uygulama öğrencisi, Hizmet içi eğitim

Kaynakça

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