Determination of Special Education Teachers' Cognitive Structures for Collaboration

Mehmet İnce; Eylem Dayı; Yıldıray Kılıç

Makale detayları

Determination of Special Education Teachers' Cognitive Structures for Collaboration

Yazarlar:

Mehmet İnce | Eylem Dayı | Yıldıray Kılıç

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.424-448

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325647

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 Collaboration is seen as an effective method in finding solutions to educational problems, and collaboration between teachers not only benefits students but also has positive results for educators. For the collaboration between teachers and experts with voluntary participation, the stakeholders thoughts about collaboration should be positive. In this context, the aim of the research is to determine the cognitive structures of special education teachers towards the concept of collaboration.  Word Association Test WAT was used in the study to understand teachers thoughts about collaboration. The study group of the research consisted of special education teachers working in public schools and GRC affiliated to ME. The study group of the research was determined by using criterion sampling from purposeful sampling methods. In analysing the data, other wordsconcepts associated with the key concepts were grouped together by taking into account the semantic relationships between them. The concepts and words expressed by the special education teachers participating in the study in relation to the key concept of cooperation were grouped into 10 categories. These categories are emotions and experiences, difficulty and effort, communication and relationship, goal and planning, values and ethics, training and development, performance and success, work environment, group work and partnership, institutional partnerships. The teachers who participated in the research identified 147 different wordsconcepts. Teachers explanations of collaboration through different concepts show that collaboration is a multidimensional concept, and that each teacher makes sense of collaboration from different perspectives. This diversity reflects the richness and complexity of the understanding of collaboration. Therefore, it is important to support collaboration with an approach that evaluates teachers different perspectives and experiences. In support of the related literature, the results of this study reveals that the characteristics necessary for collaboration are concepts such as shared responsibility in participation, communication, sharing and togetherness.

 Collaboration is seen as an effective method in finding solutions to educational problems, and collaboration between teachers not only benefits students but also has positive results for educators. For the collaboration between teachers and experts with voluntary participation, the stakeholders thoughts about collaboration should be positive. In this context, the aim of the research is to determine the cognitive structures of special education teachers towards the concept of collaboration.  Word Association Test WAT was used in the study to understand teachers thoughts about collaboration. The study group of the research consisted of special education teachers working in public schools and GRC affiliated to ME. The study group of the research was determined by using criterion sampling from purposeful sampling methods. In analysing the data, other wordsconcepts associated with the key concepts were grouped together by taking into account the semantic relationships between them. The concepts and words expressed by the special education teachers participating in the study in relation to the key concept of cooperation were grouped into 10 categories. These categories are emotions and experiences, difficulty and effort, communication and relationship, goal and planning, values and ethics, training and development, performance and success, work environment, group work and partnership, institutional partnerships. The teachers who participated in the research identified 147 different wordsconcepts. Teachers explanations of collaboration through different concepts show that collaboration is a multidimensional concept, and that each teacher makes sense of collaboration from different perspectives. This diversity reflects the richness and complexity of the understanding of collaboration. Therefore, it is important to support collaboration with an approach that evaluates teachers different perspectives and experiences. In support of the related literature, the results of this study reveals that the characteristics necessary for collaboration are concepts such as shared responsibility in participation, communication, sharing and togetherness.

 Collaboration is seen as an effective method in finding solutions to educational problems, and collaboration between teachers not only benefits students but also has positive results for educators. For the collaboration between teachers and experts with voluntary participation, the stakeholders thoughts about collaboration should be positive. In this context, the aim of the research is to determine the cognitive structures of special education teachers towards the concept of collaboration.  Word Association Test WAT was used in the study to understand teachers thoughts about collaboration. The study group of the research consisted of special education teachers working in public schools and GRC affiliated to ME. The study group of the research was determined by using criterion sampling from purposeful sampling methods. In analysing the data, other wordsconcepts associated with the key concepts were grouped together by taking into account the semantic relationships between them. The concepts and words expressed by the special education teachers participating in the study in relation to the key concept of cooperation were grouped into 10 categories. These categories are emotions and experiences, difficulty and effort, communication and relationship, goal and planning, values and ethics, training and development, performance and success, work environment, group work and partnership, institutional partnerships. The teachers who participated in the research identified 147 different wordsconcepts. Teachers explanations of collaboration through different concepts show that collaboration is a multidimensional concept, and that each teacher makes sense of collaboration from different perspectives. This diversity reflects the richness and complexity of the understanding of collaboration. Therefore, it is important to support collaboration with an approach that evaluates teachers different perspectives and experiences. In support of the related literature, the results of this study reveals that the characteristics necessary for collaboration are concepts such as shared responsibility in participation, communication, sharing and togetherness.

 İş birliği, eğitsel problemlere çözüm bulmada etkili bir yöntem olarak görülmekte olup, öğretmenler arası iş birliği öğrencilere fayda sağlamakla kalmayıp eğitimciler için de olumlu sonuçlar doğurur. Öğretmenler ve uzmanlar arasında gönüllü katılım ile yapılan iş birliği için paydaşların iş birliğine yönelik düşüncelerinin olumlu olması gerekmektedir. Bu bağlamda araştırmanın amacı özel eğitim öğretmenlerinin iş birliği kavramına yönelik bilişsel yapılarının tespit edilmesidir. Öğretmenlerin iş birliği ile ilgili düşüncelerini anlamak için araştırmada Kelime İletişim Testi KİT kullanılmıştır. Araştırmanın çalışma grubunu, MEBe bağlı devlet okullarında ve RAMlarda görev yapan özel eğitim öğretmenleri oluşturmuştur. Araştırmanın çalışma grubu amaçlı örneklem yöntemlerinden; ölçüt örneklem kullanılarak belirlenmiştir. Verilerin analiz edilmesinde anahtar kavramlarla ilişkilendirilen diğer kelimekavramlar, aralarındaki anlamsal ilişkiler dikkate alınarak bir araya getirilerek ve gruplandırılmıştır. Araştırmaya katılan özel eğitim öğretmenleri tarafından iş birliği anahtar kavramıyla ilişkili olarak ifade edilen kavramlar ve kelimeler 10 kategoride gruplandırılmıştır. Bu kategoriler duygu ve deneyimler, zorluk ve çaba, iletişim ve ilişki, hedef ve planlama, değerler ve etik, eğitim ve gelişim, performans ve başarı, iş ortamı, grup çalışması ve ortaklık, kurumsal ortaklıklar şeklindedir. Araştırmaya katılan öğretmenlerden birbirinden farklı 147 kelimekavram tespit edilmiştir. Öğretmenlerin farklı kavramlar yoluyla iş birliğini açıklamaları, iş birliğinin çok boyutlu bir kavram olduğunu ve her öğretmenin iş birliğini farklı açılardan anlamlandırdığını göstermektedir. Bu çeşitlilik, iş birliği anlayışının zenginliğini ve karmaşıklığını yansıtmaktadır. Bu nedenle, öğretmenlerin farklı bakış açılarını ve deneyimleri değerlendiren bir yaklaşımla iş birliğini desteklemek önemlidir. İlgili alan yazını destekleyecek şekilde bu araştırmanın sonuçları da iş birliği için gerekli olan özelliklerin, katılımda sorumluluk paylaşımı, iletişim, paylaşım ve birliktelik gibi kavramlar olduğunu ortaya koymaktadır.

Makale detayları

Determination of Special Education Teachers' Cognitive Structures for Collaboration

Yazarlar:

Mehmet İnce | Eylem Dayı | Yıldıray Kılıç

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.424-448

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325647

pISSN:

2667-6788

Collaboration

Qualitative Research.

Special Education Teacher

Word Association Testİş birliği

Kelime İlişkilendirme Testi

Nitel Araştırma.

Özel Eğitim Öğretmeni

Sayı

Makale detayları

Yazarlar: Mehmet İnce | Eylem Dayı | Yıldıray Kılıç

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.424-448

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325647

pISSN: 2667-6788

Sayı

Yazarlar:

Mehmet İnce | Eylem Dayı | Yıldıray Kılıç

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.424-448

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325647

pISSN:

2667-6788