Special Education Teachers ' Knowledge, Experiences, and Professional Development Needs on Evidence-Based Practices

Elif Tekin İftar; Derya Genç Tosun; Arzu Özen

Makale detayları

Special Education Teachers ' Knowledge, Experiences, and Professional Development Needs on Evidence-Based Practices

Yazarlar:

Elif Tekin İftar | Derya Genç Tosun | Arzu Özen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3209-3235

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307339

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 This study aimed to determine whether the teachers who serve the students with developmental disabilities in their classrooms by working in the public or private schools have knowledge about EBPs, their experiences and what their professional development needs are in this regard. The participants of the study are special education teachers working in the public or private schools in the 2021-2022 academic year. The researchers developed the Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education Teachers on Scientific-Based Practices. The survey was answered by 238 teachers, but data from 216 participants who met the inclusion criteria were analyzed. It was seen that 61 of the participants graduated at sometime within the 19 year range, and 26 graduated at sometime within the 1019 year range. Of them 81 have a bachelors degree and 19 have a masters degree. It was observed that 90 or more of the participants had 15 EBPs that was a familiar practice for them. Participants often feel themselves well-prepared in the EBPs they use, and they report that they find EBPs to be mostly very effective, effective, and moderately effective on their students learning. Teachers views on the quality of the training they receive vary. Lastly, it can be thought that teachers will benefit more from the trainings by designing the courses carried out in universities and the professional development activities more qualified and practice-oriented.

 This study aimed to determine whether the teachers who serve the students with developmental disabilities in their classrooms by working in the public or private schools have knowledge about EBPs, their experiences and what their professional development needs are in this regard. The participants of the study are special education teachers working in the public or private schools in the 2021-2022 academic year. The researchers developed the Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education Teachers on Scientific-Based Practices. The survey was answered by 238 teachers, but data from 216 participants who met the inclusion criteria were analyzed. It was seen that 61 of the participants graduated at sometime within the 19 year range, and 26 graduated at sometime within the 1019 year range. Of them 81 have a bachelors degree and 19 have a masters degree. It was observed that 90 or more of the participants had 15 EBPs that was a familiar practice for them. Participants often feel themselves well-prepared in the EBPs they use, and they report that they find EBPs to be mostly very effective, effective, and moderately effective on their students learning. Teachers views on the quality of the training they receive vary. Lastly, it can be thought that teachers will benefit more from the trainings by designing the courses carried out in universities and the professional development activities more qualified and practice-oriented.

 This study aimed to determine whether the teachers who serve the students with developmental disabilities in their classrooms by working in the public or private schools have knowledge about EBPs, their experiences and what their professional development needs are in this regard. The participants of the study are special education teachers working in the public or private schools in the 2021-2022 academic year. The researchers developed the Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education Teachers on Scientific-Based Practices. The survey was answered by 238 teachers, but data from 216 participants who met the inclusion criteria were analyzed. It was seen that 61 of the participants graduated at sometime within the 19 year range, and 26 graduated at sometime within the 1019 year range. Of them 81 have a bachelors degree and 19 have a masters degree. It was observed that 90 or more of the participants had 15 EBPs that was a familiar practice for them. Participants often feel themselves well-prepared in the EBPs they use, and they report that they find EBPs to be mostly very effective, effective, and moderately effective on their students learning. Teachers views on the quality of the training they receive vary. Lastly, it can be thought that teachers will benefit more from the trainings by designing the courses carried out in universities and the professional development activities more qualified and practice-oriented.

 Araştırmanın amacı özel eğitim öğretmenlerin bilimsel-dayanaklı uygulamalara ilişkin bilgi sahibi olup olmadıklarını, deneyimlerini ve bu konudaki mesleki gelişim gereksinimlerinin neler olduğunu belirlemektir. Araştırmanın katılımcıları 2021-2022 eğitim-öğretim yılında kamu ya da özel sektörde görev yapan 216 özel eğitim öğretmenidir. Araştırmacılar veri toplamak amacıyla Bilimsel-dayanaklı Uygulamalar Konusunda Özel Eğitim Öğretmenlerinin Bilgileri, Deneyimleri ve Mesleki Gelişim Gereksinimlerini Belirleme Anketini geliştirmiştir ve anket sorularına verilen yanıtlar betimsel olarak analiz edilmiştir. Öğretmenlerin demografik özellikleri açısından en dikkat çeken bulgular genç bir öğretmen kitlesinden veri toplanmış olması ve aynı zamanda öğretmenlerin üçte ikisinden daha fazlasının lisans dercesine sahip olmasıdır. Öğretmenlerin büyük bir çoğunluğu 90 ve üzeri bilimsel dayanaklı uygulamaların yarısından fazlasına, bilimsel dayanaklı olmayan uygulamaların ise yarısına yakınına ilişkin bilgi sahibi olduklarını bildirmişlerdir. Öğretmenlerin bildiklerini ifade ettikleri bilimsel-dayanaklı uygulamaları kullanmaları halinde ise öğrencilerine hedeflenen becerileri öğretmedeki etkililiğine yönelik çoğunlukla etkili ya da çok etkili olduğu yönünde görüş bildirmişlerdir. Öğretmenler bilimsel-dayanaklı uygulamalardan hangisini kullanacağını seçerken en çok öğrenci özelliklerini, hedef davranışın özelliklerini, kullandıkları uygulamaya ilişkin sahip oldukları bilgi ve beceri düzeyini dikkate aldıklarını belirtmişlerdir. Son olarak öğretmenlerin bilimsel-dayanaklı uygulamalara yönelik aldıkları eğitimin niteliğine ilişkin görüşleri çeşitlilik göstermektedir. Öğretmenlerin nitelikli ve uygulama ağırlıklı tasarlanan eğitimlere ihtiyaç duyduğu düşünülmektedir.

Makale detayları

Special Education Teachers ' Knowledge, Experiences, and Professional Development Needs on Evidence-Based Practices

Yazarlar:

Elif Tekin İftar | Derya Genç Tosun | Arzu Özen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3209-3235

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307339

pISSN:

2602-2850

Special education teachers

evidence-based practices

professional development needsÖzel eğitim öğretmenleri

bilimsel dayanaklı uygulamalar

mesleki gelişim gereksinimleri

Sayı

Makale detayları

Special Education Teachers ' Knowledge, Experiences, and Professional Development Needs on Evidence-Based Practices

Yazarlar: Elif Tekin İftar | Derya Genç Tosun | Arzu Özen

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Otizm ve Spekrum Bozukluğu Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3209-3235

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001307339

pISSN: 2602-2850

Special education teachers

evidence-based practices

professional development needsÖzel eğitim öğretmenleri

bilimsel dayanaklı uygulamalar

mesleki gelişim gereksinimleri

Sayı

Yazarlar:

Elif Tekin İftar | Derya Genç Tosun | Arzu Özen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3209-3235

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307339

pISSN:

2602-2850