PIKTES Special Education Workshops From Theory To Classroom Practice: A Mixed-Methods Analysis Of Special Education Teachers' Professional Transformation

Year 2025, Volume: 7 Issue: 2, 397 - 410, 31.12.2025

İrem Akçayır , Sami Pektaş , Mustafa Mert Örnek , Alper Kaşkaya , Erhan Şahin , Mahmut Çitil , Nilüfer Altun , Oğuzhan Hazır , Ufuk Özkubat , Yasin Günlü , Zehra Atbaşı , Cihan Kıvanç Doğan Onur Köksal Salih Vural Özlem Ülgüt Merve Taşcı

https://doi.org/10.51535/tell.1832230

https://izlik.org/JA72GH82BJ

Abstract

This study investigates the effects of PIKTES+ workshops designed to support the professional development of teachers who work with foreign students under temporary protection and students with special educational needs in Türkiye. An explanatory sequential mixed-methods design was employed, and 120 special education teachers participated in the study. Quantitative data were collected through a Needs Analysis Form, while qualitative data were obtained via focus groups and semi-structured interviews. The findings show that teachers report high self-efficacy in classroom management and in sustaining student motivation, but also indicate theoretical gaps regarding evidence-based practices and data-based decision-making processes. Following the workshops, teachers reported increased awareness of technology integration, STEAM activities, and inclusive pedagogy, as well as a reduction in feelings of professional isolation. Overall, the results suggest that structured, interactive, and peer-based professional development models are essential for bridging the gap between theoretical knowledge and classroom practice.

Keywords

Inclusive education , refugee education , special education , teacher professional development , mixed methods.

Supporting Institution

PROMOTING INCLUSIVE EDUCATION FOR KIDS IN THE TURKISH EDUCATION SYSTEM (PIKTES+)

Project Number

NDICI-GEO-NEAR/2022/437-918

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