Kaynaştırma Uygulamalarında Sınıf Öğretmeni ve Öğretmen Adaylarının Fen Öğretimiyle İlgili Yeterliklerinin ve Öğrencilere Yönelik Görüşlerin İncelenmesi

Abstract

This study aims to examine the attitudes, perceptions, experiences and strategies applied by classroom teachers in teaching science to inclusive students in terms of teacher competencies. The relational screening model was used in the study. Within the scope of the study, the competencies of classroom teachers and teacher candidates who provide inclusive education in the 3rd and 4th grades of primary school and their thoughts, opinions and concerns about these students were taken as a case study and these cases were tried to be described. Within the scope of this study, scales were delivered to 328 classroom teachers and 142 classroom teacher candidates. Three different quantitative measurement tools were used as data collection techniques in the study. Descriptive analyses were used in the analysis of the data to determine the thoughts, attitudes, concerns and competencies of classroom teachers and teacher candidates regarding inclusive education. Independent t-test and one-way analysis of variance were used in the comparison of the KEDTE and KOY scale. In comparing the means of the sub-dimensions of the scales, the Pearson multiplication coefficient technique was used, and in predicting the thoughts, attitudes and concerns about inclusive education in terms of the competencies of teachers and teacher candidates towards the science course, the linear regression analysis technique was used. The results obtained showed that both classroom teachers and teacher candidates had high levels of competencies in classroom management during the inclusive practices process. However, while the competency levels for implementation were higher in teachers, this situation occurred more in terms of supporting families and preparing questions in teacher candidates. The competencies, thoughts, attitudes and concerns of classroom teachers and candidates towards implementing inclusive practices in science education vary according to their demographic characteristics. In addition, there were positive low-level relationships between the competencies of classroom teachers towards the science course and their thoughts, attitudes and concerns regarding inclusive education.