Special Education Teachers' Opinions on the Teaching Practice Certificate Program

Eylem Dayı; Duygu Dönmez; Mesut Durgun

Makale detayları

Special Education Teachers' Opinions on the Teaching Practice Certificate Program

Yazarlar:

Eylem Dayı | Duygu Dönmez | Mesut Durgun

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.705-730

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297581

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 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.

 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.

 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.

 Bu çalışmanın amacı, özel eğitim öğretmenlerinin Öğretmenlik Uygulaması Eğitimi Sertifika Programına 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.

Makale detayları

Special Education Teachers' Opinions on the Teaching Practice Certificate Program

Yazarlar:

Eylem Dayı | Duygu Dönmez | Mesut Durgun

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.705-730

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297581

pISSN:

2459-1912

Teaching practice

Special education teacher

Cooperating teacher

Student teacher

Inservice educationÖğretmenlik uygulaması

Özel eğitim öğretmeni

Uygulama öğretmeni

Uygulama öğrencisi

Hizmet içi eğitim

Sayı

Makale detayları

Yazarlar: Eylem Dayı | Duygu Dönmez | Mesut Durgun

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.705-730

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297581

pISSN: 2459-1912

Sayı

Yazarlar:

Eylem Dayı | Duygu Dönmez | Mesut Durgun

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 2, pp.705-730

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297581

pISSN:

2459-1912