Assessing the Self-Efficacy in Inclusive Education among Pre-Service Social Studies Teachers*

Durdane Öztürk

Makale detayları

Assessing the Self-Efficacy in Inclusive Education among Pre-Service Social Studies Teachers*

Yazarlar:

Durdane Öztürk

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1787-1814

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302067

pISSN:

2147-1037

Anahtar kelimeler:

Özet:

 This study aims to assess the self-efficacy levels of pre-service social studies teachers concerning inclusive education. A total of 211 pre-service teachers 135 female, 76 male voluntarily participated in the research. The study, which employed a survey method, gathered data through a Personal Information Form and the Scale for Determining Prospective Teachers Self-Efficacy for Inclusive Education. In analyzing the data, descriptive statistics such as mean M, standard deviation SD, frequency f, and percentage  were used, along with ANOVA and independent t-tests. The study found that the self-efficacy levels of the pre-service teachers were high. There was no significant difference in the self-efficacy levels of the pre-service teachers regarding inclusive education based on variables such as gender, the presence of individuals with special needs in their environment, or the university they attended. In simpler terms, factors like gender, educational institution, and proximity to individuals with special needs did not account for any variation in the pre-service teachers confidence levels towards inclusive education. The findings of this research were examined in conjunction with relevant studies in the existing literature, and several recommendations were proposed based on these outcomes.

 This study aims to assess the self-efficacy levels of pre-service social studies teachers concerning inclusive education. A total of 211 pre-service teachers 135 female, 76 male voluntarily participated in the research. The study, which employed a survey method, gathered data through a Personal Information Form and the Scale for Determining Prospective Teachers Self-Efficacy for Inclusive Education. In analyzing the data, descriptive statistics such as mean M, standard deviation SD, frequency f, and percentage  were used, along with ANOVA and independent t-tests. The study found that the self-efficacy levels of the pre-service teachers were high. There was no significant difference in the self-efficacy levels of the pre-service teachers regarding inclusive education based on variables such as gender, the presence of individuals with special needs in their environment, or the university they attended. In simpler terms, factors like gender, educational institution, and proximity to individuals with special needs did not account for any variation in the pre-service teachers confidence levels towards inclusive education. The findings of this research were examined in conjunction with relevant studies in the existing literature, and several recommendations were proposed based on these outcomes.

 This study aims to assess the self-efficacy levels of pre-service social studies teachers concerning inclusive education. A total of 211 pre-service teachers 135 female, 76 male voluntarily participated in the research. The study, which employed a survey method, gathered data through a Personal Information Form and the Scale for Determining Prospective Teachers Self-Efficacy for Inclusive Education. In analyzing the data, descriptive statistics such as mean M, standard deviation SD, frequency f, and percentage  were used, along with ANOVA and independent t-tests. The study found that the self-efficacy levels of the pre-service teachers were high. There was no significant difference in the self-efficacy levels of the pre-service teachers regarding inclusive education based on variables such as gender, the presence of individuals with special needs in their environment, or the university they attended. In simpler terms, factors like gender, educational institution, and proximity to individuals with special needs did not account for any variation in the pre-service teachers confidence levels towards inclusive education. The findings of this research were examined in conjunction with relevant studies in the existing literature, and several recommendations were proposed based on these outcomes.

 Bu araştırmanın amacı sosyal bilgiler öğretmen adaylarının kaynaştırma eğitimine yönelik öz yeterliklerinin betimlenmesidir. Bu araştırmada tarama yöntemi kullanılmıştır. Araştırmanın ulaşılabilen evreni, Kırşehir Ahi Evran Üniversitesi, Aksaray Üniversitesi ve Kastamonu Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği bölümü 4. sınıf öğrencileridir. Bu evrenden, random belirlenen 218 öğrenci çalışma örneklemini oluşturmaktadır. Adaylara gönderilen ölçme araçlarından 7 tanesi hatalı kodlama, boş vb. nedenlerden dolayı değerlendirmeye alınmamış, toplam 211 adaydan elde edilen veriler değerlendirmeye alınmıştır. Araştırmada Kişisel Bilgi Formu KBF ve Öğretmen Adaylarının Kaynaştırma Eğitimine Yönelik Öz Yeterliklerini Belirleme Ölçeği kullanılmıştır. Elde edilen veriler analiz için SPSS 25.00 paket programına yüklenmiştir. Araştırmada 0.05 düzeyi alınmıştır. Çalışmada frekans f, yüzde , ağırlıklı ortalama X ve standart sapma SS değerleri kullanılmıştır. İlişkisel istatistik yöntemleri yapılmadan önce verilerin homojenliğine bakılmış ve normal dağılım gösterip göstermediği incelenmiştir. Araştırmada öğretmen adaylarının kaynaştırma eğitiminde kendilerini yeterli gördükleri sonucuna ulaşılmıştır. Sosyal bilgiler öğretmen adaylarının kaynaştırma eğitimine yönelik öz -yeterlik düzeyleri cinsiyete, eğitim alınan üniversiteye ve yakınında özel gereksinimli birey olup olmama durumuna göre anlamlı farklılık göstermemiştir.

Makale detayları

Assessing the Self-Efficacy in Inclusive Education among Pre-Service Social Studies Teachers*

Yazarlar:

Durdane Öztürk

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1787-1814

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302067

pISSN:

2147-1037

Social Studies Teacher Candidates

Inclusive Education

Self-Efficacysosyal bilgiler

kaynaştırma eğitimi

öz-yeterlik

Sayı

Makale detayları

Assessing the Self-Efficacy in Inclusive Education among Pre-Service Social Studies Teachers*

Yazarlar: Durdane Öztürk

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1787-1814

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302067

pISSN: 2147-1037

Social Studies Teacher Candidates

Inclusive Education

Self-Efficacysosyal bilgiler

kaynaştırma eğitimi

öz-yeterlik

Sayı

Yazarlar:

Durdane Öztürk

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1787-1814

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302067

pISSN:

2147-1037