Evaluation of the Special Education Course Curriculum According to the Opinions of Teacher Candidates: A Qualitative Study

Celalettin Özden

Makale detayları

Evaluation of the Special Education Course Curriculum According to the Opinions of Teacher Candidates: A Qualitative Study

Yazarlar:

Celalettin Özden

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.761-804

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324072

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 Changes are made in education programs from time to time to perform the teaching profession more efficiently. In this context, special education courses have become taught in all teaching branches. Our research is important in that it can be a source for program development studies on the goals, content, process, and evaluation dimensions of the special education course curriculum and the development of in-service training programs within the scope of special education. In this research, it is aimed to examine the special education course curriculum according to the opinions of teacher candidates and to reveal the performance and functionality of the goals, content, process and evaluation elements of the curriculum in providing the necessary professional knowledge and competencies, and to provide a source for program development studies in the field of special education. The conduct of the research was inspired by the goal-based program evaluation model and the Stufflebeam context, input-process and product model. This research, which was conducted using a qualitative method, was conducted at a university with a faculty of education in Northern Cyprus in the 2023-2024 academic year. With the maximum diversity sampling method, 56 teacher candidates from various branches voluntarily participated in the research. The data were analyzed by applying content analysis. Research findings are reported under 4 main themes: goals, content, process and evaluation. As a result of the research, it was concluded that the special education course curriculum under the theme of goals increased the communication skills, classroom management skills, and knowledge and skills of preparing individualized education programs of the teacher candidates, that the acquired knowledge and skills could be applied in real school environments, and that positive attitude changes occurred in the teacher candidates towards the course. In the content theme, it is stated that the content achieves the goals, but the subjects that need to be applied are missing, internships and observations are wanted to be carried out in real schools within the scope of special education course, and face-to-face applications are requested to be increased; In the process theme, it is stated that the lesson hours should be longer, the lessons should be face-to-face education rather than distance education, and the use of materials should be increased; In the evaluation theme, results were obtained that teachers candidates thoughts about performance evaluation practice were more dominant.

 Changes are made in education programs from time to time to perform the teaching profession more efficiently. In this context, special education courses have become taught in all teaching branches. Our research is important in that it can be a source for program development studies on the goals, content, process, and evaluation dimensions of the special education course curriculum and the development of in-service training programs within the scope of special education. In this research, it is aimed to examine the special education course curriculum according to the opinions of teacher candidates and to reveal the performance and functionality of the goals, content, process and evaluation elements of the curriculum in providing the necessary professional knowledge and competencies, and to provide a source for program development studies in the field of special education. The conduct of the research was inspired by the goal-based program evaluation model and the Stufflebeam context, input-process and product model. This research, which was conducted using a qualitative method, was conducted at a university with a faculty of education in Northern Cyprus in the 2023-2024 academic year. With the maximum diversity sampling method, 56 teacher candidates from various branches voluntarily participated in the research. The data were analyzed by applying content analysis. Research findings are reported under 4 main themes: goals, content, process and evaluation. As a result of the research, it was concluded that the special education course curriculum under the theme of goals increased the communication skills, classroom management skills, and knowledge and skills of preparing individualized education programs of the teacher candidates, that the acquired knowledge and skills could be applied in real school environments, and that positive attitude changes occurred in the teacher candidates towards the course. In the content theme, it is stated that the content achieves the goals, but the subjects that need to be applied are missing, internships and observations are wanted to be carried out in real schools within the scope of special education course, and face-to-face applications are requested to be increased; In the process theme, it is stated that the lesson hours should be longer, the lessons should be face-to-face education rather than distance education, and the use of materials should be increased; In the evaluation theme, results were obtained that teachers candidates thoughts about performance evaluation practice were more dominant.

 Changes are made in education programs from time to time to perform the teaching profession more efficiently. In this context, special education courses have become taught in all teaching branches. Our research is important in that it can be a source for program development studies on the goals, content, process, and evaluation dimensions of the special education course curriculum and the development of in-service training programs within the scope of special education. In this research, it is aimed to examine the special education course curriculum according to the opinions of teacher candidates and to reveal the performance and functionality of the goals, content, process and evaluation elements of the curriculum in providing the necessary professional knowledge and competencies, and to provide a source for program development studies in the field of special education. The conduct of the research was inspired by the goal-based program evaluation model and the Stufflebeam context, input-process and product model. This research, which was conducted using a qualitative method, was conducted at a university with a faculty of education in Northern Cyprus in the 2023-2024 academic year. With the maximum diversity sampling method, 56 teacher candidates from various branches voluntarily participated in the research. The data were analyzed by applying content analysis. Research findings are reported under 4 main themes: goals, content, process and evaluation. As a result of the research, it was concluded that the special education course curriculum under the theme of goals increased the communication skills, classroom management skills, and knowledge and skills of preparing individualized education programs of the teacher candidates, that the acquired knowledge and skills could be applied in real school environments, and that positive attitude changes occurred in the teacher candidates towards the course. In the content theme, it is stated that the content achieves the goals, but the subjects that need to be applied are missing, internships and observations are wanted to be carried out in real schools within the scope of special education course, and face-to-face applications are requested to be increased; In the process theme, it is stated that the lesson hours should be longer, the lessons should be face-to-face education rather than distance education, and the use of materials should be increased; In the evaluation theme, results were obtained that teachers candidates thoughts about performance evaluation practice were more dominant.

 Öğretmenlik mesleğinin daha verimli bir şekilde icra edilebilmesi için eğitim programlarında zaman zaman değişiklikler yapılmaktadır. Bu kapsamda özel eğitim dersi bütün öğretmenlik branşlarında okutulur hale gelmiştir. Araştırmamız özel eğitim dersi öğretim programının hedef, içerik, süreç ve değerlendirme boyutlarında program geliştirme çalışmalarına ve özel eğitim kapsamında hizmet içi eğitim programlarının geliştirilmesine kaynak olabilmesi bakımından önem arz etmektedir. Bu araştırmada özel eğitim dersi öğretim programını öğretmen adaylarının görüşlerine göre irdeleyerek öğretim programının gerekli mesleki bilgi ve yeterlikleri kazandırması konusunda programın hedef, içerik, süreç ve değerlendirme ögelerinin performans ve işlerliğini ortaya koymak ayrıca özel eğitim alanında program geliştirme çalışmalarına kaynaklık etmek amaçlanmıştır. Araştırmanın yürütülmesinde hedefe dayalı program değerlendirme modeli ve Stufflebeam bağlam, girdi-süreç ve ürün modelinden esinlenilmiştir. Nitel yöntem ile yürütülen bu araştırma Kuzey Kıbrısta 2023-2024 akademik yılında eğitim fakültesi bulunan bir üniversitede gerçekleştirilmiştir. Maksimum çeşitlilik örnekleme yöntemi ile çeşitli branşlardan 56 öğretmen adayı gönüllü olarak araştırmaya katılmıştır. Veriler içerik analizi uygulanarak çözümlenmiştir. Araştırma bulguları hedefler, içerik, süreç ve değerlendirme şeklinde 4 ana tema altında raporlanmıştır. Araştırma sonucu olarak hedefler temasında özel eğitim dersi öğretim programının öğretmen adaylarının iletişim becerilerini, sınıf yönetimi becerilerini, BEP hazırlama bilgi ve becerilerini arttığı, edinilen bilgi ve becerilerin gerçek okul ortamlarında uygulanabileceği ve ayrıca öğretmen adaylarında derse yönelik olumlu tutum değişiklerinin oluştuğu sonuçlarına ulaşılmıştır. İçerik temasında içeriğin hedeflere ulaştırdığı fakat uygulama yapılacak konuların eksik olduğu, özel eğitim dersi kapsamında gerçek okullarda staj ve gözlemler yapılmak istenildiği, yüz yüze uygulamaların artırılmasının talep edildiği; süreç temasında ise ders saatlerinin daha fazla olması ve derslerin uzaktan eğitim yoluyla değil yüz yüze eğitim yoluyla olması gerektiği, materyal kullanımının artırılması gerektiği; değerlendirme temasında ise öğretmen adaylarının daha çok performans değerlendirmesi uygulamasına yönelik düşüncelerinin ağırlık kazandığı sonuçları elde edilmiştir.

Makale detayları

Evaluation of the Special Education Course Curriculum According to the Opinions of Teacher Candidates: A Qualitative Study

Yazarlar:

Celalettin Özden

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.761-804

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324072

pISSN:

2148-2314

Special Education

Curriculum Evaluation

Program DevelopmentÖzel Eğitim

Program Değerlendirme

Program Geliştirme

Sayı

Makale detayları

Evaluation of the Special Education Course Curriculum According to the Opinions of Teacher Candidates: A Qualitative Study

Yazarlar: Celalettin Özden

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Eğitimde Program Değerlendirme | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.761-804

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001324072

pISSN: 2148-2314

Special Education

Curriculum Evaluation

Program DevelopmentÖzel Eğitim

Program Değerlendirme

Program Geliştirme

Sayı

Yazarlar:

Celalettin Özden

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.761-804

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324072

pISSN:

2148-2314