Zihin engelli öğrencilerle çalışan öğretmenlerin öğretim yöntem ve teknikleri ile ilgili yeterlik düzeylerinin geliştirilmesinde uygulanan eğitim programının etkililiği
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
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Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, zihin engelli öğrencilerle çalışan öğretmenlerin öğretim yöntem ve teknikleriyle ilgili yeterlik düzeylerinin geliştirilmesinde uygulanan eğitim programının etkililiğini belirlemektir. Araştırmada nitel ve nicel yöntemlerin yer aldığı karma yöntem kullanılmıştır. Araştırma üç aşamada gerçekleşmiştir. Birinci aşamada yarı yapılandırılmış görüşme formu ile öğretmenlerin öğretim yöntem ve tekniklerle ilgili ihtiyaçları belirlenmiştir. Görüşme formundan çıkan sonuçlar betimsel analiz yöntemiyle analiz edilmiştir. Belirlenen ihtiyaçlara göre "Öğretim Yöntem ve Teknikleri Alanı Başarı Testi" ve "Yöntem ve Teknikler Alanı Öğretmen Yeterliği Programı" hazırlanmıştır. Araştırmanın ikinci aşaması olan nicel aşamada, "Ön Test-Son Test Kontrol Gruplu Deneysel Araştırma Modeli' kullanılmıştır. 30 öğretmen deney grubu için 30 öğretmen kontrol grubu için seçilmiştir. Bu aşamada deney ve kontrol gruplarına ön-test uygulanmıştır. Uygulanan ön-testten sonra deney grubuna "Yöntem ve Teknikler Alanı Öğretmen Yeterliği Programı" uygulanmıştır. Kontrol grubuna hiçbir eğitim verilmemiştir. Eğitim programı deney grubuna uygulandıktan sonra deney ve kontrol gruplarına son-test uygulanmıştır. Uygulama sonucu ortaya çıkan sonuçların analizinde bağımsız örneklem t testi ve ANOVA kullanılmıştır. Araştırmanın üçüncü aşamasında öğretmen eğitim programı ile ilgili deney grubu öğretmenlerinin eğitim ile ilgili görüşlerine başvurulmuştur. Öğretmen görüşleri betimsel analiz yöntemiyle analiz edilmiştir. Araştırma sonucunda; 1) Zihin engelli öğrencilerle çalışan öğretmenlerin, doğrudan öğretim yöntemi, zincirleme öğretim yöntemi, uygulamalı davranış analizi ve yanlışsız öğretim yöntemlerinde yetersizliklerinin olduğu, 2) Deney grubuna uygulanan "Öğretim Yöntem ve Teknikler Öğretmen Yeterlikleri Eğitim Programının" zihin engellilerle çalışan öğretmenlerin yöntem ve tekniklerle ilgili yeterliklerini geliştirmesinde etkili bir program olduğu, 3) Zihin engelli öğrencilerle çalışan öğretmenlerin yöntem ve tekniklerle ilgili yeterlikleri için geliştirilen öğretmen eğitimi programına katılan ve katılmayan öğretmenlerin "Öğretim Yöntem ve Teknikler Alan Bilgisi Başarı Testi" ön test puanları arasında anlamlı bir fark olmadığı, 4) Zihin engelli öğrencilerle çalışan öğretmenlerin yöntem ve tekniklerle ilgili yeterlikleri için geliştirilen öğretmen eğitimi programına katılan ve katılmayan öğretmenlerin "Öğretim Yöntem ve Teknikler Alan Bilgisi Başarı Testi" son test puanları arasında deney grubu lehine anlamlı bir fark olduğu, 5) Deney grubu öğretmenlerinin ön-test puanları arasında mesleki kıdemi 1-5 yıl olanlarla 6-10 yıl olanlar arasında ve 11 yıl üstü ve 6-10 yıl arası olanlar arasında anlamlı bir fark olduğu; cinsiyete, yaşa, branşa, zihin engelli öğrencilerle çalışma süresine, çalıştığı kuruma, yöntem ve teknikler konusunda eğitim alma durumuna, özel eğitim alanında kurslara katılma ve eğitim düzeyine göre anlamlı bir fark olmadığı, 6) Öğretmen eğitimi programına katılan öğretmenlerin görüşlerine göre öğretmen eğitim programının çok faydalı olduğu ve kendi yeterliklerini geliştirdiği, sonuçları elde edilmiştir.
The aim of this study is to examine the effectiveness of the education program in improving competency levels of teachers who work with students with intellectual disabilities on teaching methods and techniques. Mixed method including qualitative and quantitative methods was used in this research. The research was carried out in three stages. In the first stage, the teachers' needs related to teaching methods and techniques were determined. The needs of the teachers were determined with a semi-structured interview method. The results of the interviews were analysed with using content analysis technique. 'Achievement Test related to Teaching Methods and Techniques' and 'Education Program for Teachers' competencies on Teaching methods and techniques' were prepared according to their needs. In the second stage of the research, the experimental research model with pre-test and post-test control group was used in the quantitative stage. Thirty (30) participants were selected for the experimental group and thirty (30) participants were selected for the control group. At this stage, the Achievement test as a pre-test was applied to experimental and control groups. After the pre-test, Education Program for Teachers' competencies on Teaching methods and Techniques' was applied to the experimental group. No training was given to the control group. After the training program, the achievement test as a post test was applied to the experimental and control groups again. In the third stage, which is the qualitative stage of the study, the opinions of the teachers selected from the experimental group about the effectiveness of the training program were used. As a result of the research; 1) Teachers who work with intellectual disabled students do not have sufficient knowledge in direct teaching method, chained teaching method, applied behaviour analysis and errorless teaching methods, 2) The Education Program is an effective program for improving the competencies of teachers working with students with intellectual disabilities to improve the teachers' competency levels on teaching methods and techniques, 3) There is no significant difference between the pre-test scores of the Achievement Test scores of the teachers, who participated and did not participate in the teacher training program, 4) There is a significant difference between the Achievement Test scores adapted as post-test to the teachers who participated and did not participate in the teacher training program in favour of the experimental group in terms of Teaching Methods and Techniques, 5) There were significant differences between the pre-test scores of the experimental group teachers between the ones with 1-5 years of professional seniority, and the ones with 6-10 years, and between the 11 years and 6-10 years; however, there were not significant differences between the teachers' education levels, genders, ages, branches, durations of working with students with intellectual disabilities, the institution in which they work, and the status of receiving training on methods and techniques. 6) According to the opinions of the teachers participating in the teacher training program, it was understood that the education program was very beneficial and effective to be able to improve the teachers' competency levels on teaching methods and techniques used for teaching students with intellectual disabilities effectively.
The aim of this study is to examine the effectiveness of the education program in improving competency levels of teachers who work with students with intellectual disabilities on teaching methods and techniques. Mixed method including qualitative and quantitative methods was used in this research. The research was carried out in three stages. In the first stage, the teachers' needs related to teaching methods and techniques were determined. The needs of the teachers were determined with a semi-structured interview method. The results of the interviews were analysed with using content analysis technique. 'Achievement Test related to Teaching Methods and Techniques' and 'Education Program for Teachers' competencies on Teaching methods and techniques' were prepared according to their needs. In the second stage of the research, the experimental research model with pre-test and post-test control group was used in the quantitative stage. Thirty (30) participants were selected for the experimental group and thirty (30) participants were selected for the control group. At this stage, the Achievement test as a pre-test was applied to experimental and control groups. After the pre-test, Education Program for Teachers' competencies on Teaching methods and Techniques' was applied to the experimental group. No training was given to the control group. After the training program, the achievement test as a post test was applied to the experimental and control groups again. In the third stage, which is the qualitative stage of the study, the opinions of the teachers selected from the experimental group about the effectiveness of the training program were used. As a result of the research; 1) Teachers who work with intellectual disabled students do not have sufficient knowledge in direct teaching method, chained teaching method, applied behaviour analysis and errorless teaching methods, 2) The Education Program is an effective program for improving the competencies of teachers working with students with intellectual disabilities to improve the teachers' competency levels on teaching methods and techniques, 3) There is no significant difference between the pre-test scores of the Achievement Test scores of the teachers, who participated and did not participate in the teacher training program, 4) There is a significant difference between the Achievement Test scores adapted as post-test to the teachers who participated and did not participate in the teacher training program in favour of the experimental group in terms of Teaching Methods and Techniques, 5) There were significant differences between the pre-test scores of the experimental group teachers between the ones with 1-5 years of professional seniority, and the ones with 6-10 years, and between the 11 years and 6-10 years; however, there were not significant differences between the teachers' education levels, genders, ages, branches, durations of working with students with intellectual disabilities, the institution in which they work, and the status of receiving training on methods and techniques. 6) According to the opinions of the teachers participating in the teacher training program, it was understood that the education program was very beneficial and effective to be able to improve the teachers' competency levels on teaching methods and techniques used for teaching students with intellectual disabilities effectively.
Açıklama
Doktora Tezi
Anahtar Kelimeler
özel eğitim, zihin engelli, öğretmen yeterlikleri, öğretim yöntem ve teknikleri, öğretmen eğitim programı, özel eğitim öğretmenleri için eğitim programı, special education, intellectual disability, teacher competencies, teaching methods and techniques, teacher training program, Education Programme for special education teachers
Kaynak
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Scopus Q Değeri
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Künye
Bural, B. (2020). Zihin engelli öğrencilerle çalışan öğretmenlerin öğretim yöntem ve teknikleri ile ilgili yeterlik düzeylerinin geliştirilmesinde uygulanan eğitim programının etkililiği. (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Özel Eğitim Anabilim Dalı, Konya.
