Pre-service teachers' self-effıcacy and attitudes towards inclusion: A mixed methods research

Gülşah Avcı Doğan; Nagihan Baş; Nilüfer Altun

Makale detayları

Pre-service teachers' self-effıcacy and attitudes towards inclusion: A mixed methods research

Yazarlar:

Gülşah Avcı Doğan | Nagihan Baş | Nilüfer Altun

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.15 Issue 2, pp.1088-1110

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351786

pISSN:

2149-3871

Anahtar kelimeler:

Özet:

 Education through inclusion emphasizes the professional competencies and attitudes of teachers from different areas concerning the education of students with special needs. Courses offered in faculties of education aim to equip preservice teachers with various skills and competencies related to special education. This study aims to identify the relationship between preservice teachers self-efficacy regarding inclusion practices and their attitudes toward special education teaching, as well as to explore how they explain their self-efficacy and attitudes. The study was conducted using the explanatory sequential design of mixed methods research. Purposeful sampling was employed in the research. In the quantitative phase, two scales were administered to 204 participants. In the qualitative phase, semistructured interviews were conducted with eight participants. The quantitative findings indicate that pre-service teachers perceive themselves as competent in implementing inclusion practices and hold positive attitudes toward special education. The qualitative findings reveal that, while they are aware of the challenges of working with these students and express willingness to collaborate with special education teachers, remain somewhat distant from the field. Even though students may have taken different courses from faculty members in various subfields of special education, undergraduate programs need to be strengthened both theoretically and practically in the field of special education.

 Education through inclusion emphasizes the professional competencies and attitudes of teachers from different areas concerning the education of students with special needs. Courses offered in faculties of education aim to equip preservice teachers with various skills and competencies related to special education. This study aims to identify the relationship between preservice teachers self-efficacy regarding inclusion practices and their attitudes toward special education teaching, as well as to explore how they explain their self-efficacy and attitudes. The study was conducted using the explanatory sequential design of mixed methods research. Purposeful sampling was employed in the research. In the quantitative phase, two scales were administered to 204 participants. In the qualitative phase, semistructured interviews were conducted with eight participants. The quantitative findings indicate that pre-service teachers perceive themselves as competent in implementing inclusion practices and hold positive attitudes toward special education. The qualitative findings reveal that, while they are aware of the challenges of working with these students and express willingness to collaborate with special education teachers, remain somewhat distant from the field. Even though students may have taken different courses from faculty members in various subfields of special education, undergraduate programs need to be strengthened both theoretically and practically in the field of special education.

 Education through inclusion emphasizes the professional competencies and attitudes of teachers from different areas concerning the education of students with special needs. Courses offered in faculties of education aim to equip preservice teachers with various skills and competencies related to special education. This study aims to identify the relationship between preservice teachers self-efficacy regarding inclusion practices and their attitudes toward special education teaching, as well as to explore how they explain their self-efficacy and attitudes. The study was conducted using the explanatory sequential design of mixed methods research. Purposeful sampling was employed in the research. In the quantitative phase, two scales were administered to 204 participants. In the qualitative phase, semistructured interviews were conducted with eight participants. The quantitative findings indicate that pre-service teachers perceive themselves as competent in implementing inclusion practices and hold positive attitudes toward special education. The qualitative findings reveal that, while they are aware of the challenges of working with these students and express willingness to collaborate with special education teachers, remain somewhat distant from the field. Even though students may have taken different courses from faculty members in various subfields of special education, undergraduate programs need to be strengthened both theoretically and practically in the field of special education.

 Kaynaştırma, farklı branşlardaki öğretmenlerin özel gereksinimli öğrencilerin eğitimi hakkında mesleki yeterliklerine ve tutumlarına dikkat çekmektedir. Eğitim fakültelerinde yer alan dersler ile özel eğitime dair çeşitli beceri ve yeterlikler kazandırılmaya çalışılmaktadır. Bu araştırmanın amacı Özel Eğitim ve Kaynaştırma dersini alan farklı branşlardaki öğretmen adaylarının kaynaştırmaya ilişkin öz yeterlikleri ile özel eğitim öğretmenliğine yönelik tutumları arasındaki ilişkiyi belirlemek, öz yeterliklerini ve tutumlarını nasıl açıkladıklarını ortaya koymaktır. Çalışma, karma yöntemler araştırmasının açıklayıcı sıralı deseni ile yürütülmüştür. Araştırmada amaçlı örnekleme yönteminden yararlanılmıştır. Nicel aşamada 204 katılımcıya iki ölçek uygulanmıştır. Nitel aşama için belirlenen sekiz katılımcı ile yarı yapılandırılmış görüşmeler yapılmıştır. Nicel bulgular, öğretmen adaylarının kaynaştırmaya ilişkin kendilerini yeterli algıladıklarını ve özel eğitim öğretmenliğine yönelik olumlu tutuma sahip olduklarını göstermektedir. Nitel bulgularda, özel gereksinimli öğrenci ile çalışmanın zorluklarının farkında olduklarını, ihtiyaç duyduklarında özel eğitim öğretmeni ile iş birliği kurabileceklerini ancak bu alana karşı mesafeli olduklarını dile getirmişlerdir. Özel eğitimin farklı ana bilim dalındaki öğretim üyelerinden dersler almış olsalar da lisans programlarının özel eğitim alanında teorik ve uygulama bakımından güçlendirilmesi gerekmektedir.

Makale detayları

Pre-service teachers' self-effıcacy and attitudes towards inclusion: A mixed methods research

Yazarlar:

Gülşah Avcı Doğan | Nagihan Baş | Nilüfer Altun

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.15 Issue 2, pp.1088-1110

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351786

pISSN:

2149-3871

pre-service teachers

inclusive education

self-efficacy

attitude

mixed methods researchöğretmen adayları

öz yeterlik

tutum

karma yöntemler araştırması

kaynaştırma

Sayı

Makale detayları

Yazarlar: Gülşah Avcı Doğan | Nagihan Baş | Nilüfer Altun

Yayıncı: Nevsehir Haci Bektas Veli University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.15 Issue 2, pp.1088-1110

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001351786

pISSN: 2149-3871

Sayı

Yazarlar:

Gülşah Avcı Doğan | Nagihan Baş | Nilüfer Altun

Yayıncı:

Nevsehir Haci Bektas Veli University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.15 Issue 2, pp.1088-1110

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351786

pISSN:

2149-3871