Özel Eğitim Öğretmenlerinin Oyunla Öğretim Süreci Öz Yeterlikleri
Yükleniyor...
Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, özel eğitim öğretmenlerinin oyunla öğretim süreci öz
yeterliklerinin belirlenmesidir. Bu amaç doğrultusunda araştırma betimsel tarama modeli ile
yapılmıştır. Araştırmamızın örneklemi Konya İl Milli Eğitim Müdürlüğü devlet kurumlarda
görev yapan 241 özel eğitim öğretmenidir.Araştırmanın veri toplama aracı, araştırmacı
tarafından geliştirilen 18 madddelik “Özel Eğitim Öğretmenlerinin Oyunla Öğretim Süreci Öz
Yeterlikleri Ölçeği” dir. Bu doğrultuda cinsiyet, mesleki kıdem, lisans mezuniyeti ve çalışılan
engel grubu değişkenlerine göre özel eğitim öğretmenlerinin öz yeterlikleri belirlenmiştir.
Ön uygulama olarak Denemelik Ölçek Formu 37 madde olarak hazırlanmış ve Ankara
ve Kırıkkale İl Milli Eğitim Müdürlüğü devlet kurumlarda görev yapan 143 özel eğitim
öğretmenine uygulanmıştır. Açımlayıcı ve doğrulayıcı faktör analizleri sonucunda 5 faktör 18
madde belirlenmiştir. Faktörler, program aşamalarına uygun öğretimi planlamaya yönelik öz
yeterlik, gelişimsel özelliğe göre öğretimi planlamaya yönelik öz yeterlik, uygulama
yöntemine yönelik öz yeterlik, uygulama sürecine yönelik öz yeterlik ve değerlendirmeye
yönelik öz yeterliktir.
Araştırmanın sonucunda, elde edilen puan ortalamalarına göre, araştırmaya katılan özel
eğitimi öğretmenlerinin program aşamalarına uygun öğretimi planlamaya yönelik öz yeterlik,
gelişimsel özelliğe göre öğretimi planlamaya yönelik öz yeterlik, uygulama sürecine yönelik
öz yeterlik, değerlendirmeye yönelik öz yeterlik algılarının çok yüksek düzeyde ve uygulama
yöntemine yönelik öz yeterlik algılarının ise yüksek düzeyde olduğu sonucuna ulaşılmıştır.
Araştırmada cinsiyet değişkenine göre kadın öğretmenlerin gelişimsel özelliğe göre öğretimi
planlamaya yönelik, uygulama sürecine yönelik öz yeterlik, değerlendirmeye yönelik öz
yeterlik boyutları ve ölçek toplam puan ortalamaları anlamlı olarak daha yüksek olduğu
sonucu elde edilmiştir. Aynı zamanda araştırma da lisans mezuniyeti değişkenine göre diğer
olarak belirten öğretmenlerin uygun öğretimi planlamaya yönelik öz yeterlik ve gelişimsel özelliğe göre öğretimi planlamaya yönelik öz yeterlik puan ortalamaları ise lisans
mezuniyetini özel eğitim öğretmenliği ve sınıf öğretmenliği olarak belirten öğretmenlerin
puan ortalamalarından anlamlı olarak daha yüksek olduğu sonucuna varılmıştır. Ayrıca
araştırmada mesleki kıdem değişkenine göre 0-10 yıl, 11-20 yıl, 20 yıl ve üstü mesleki
kıdeme sahip öğretmenlerin oyunla öğretim sürecine yönelik öz yeterlik algılarının ve
çalışılan engel grubu değişkenine göre hafif düzey zihin engelli, orta-ağır zihin engelli, otizm,
işitme ve görme engelli gruplarında çalışan öğretmenlerin oyunla öğretim sürecine yönelik öz
yeterlik algılarının benzer olduğu sonucuna ulaşılmıştır.
The aim of this research is to determine the self-efficacy of special education teachers in the teaching process with game. For this purpose, descriptive survey model has been used in the research. The sample of the research is 241 special education teachers who work in state institutions affiliated to Konya Provincial Directorate of National Education. As a data collection tool, the 18-item "Special Education Teachers' Self-Efficacy Scale in the Teaching Process with Game" has been developed by the researcher. In this direction, the self-efficacy of special education teachers was determined according to the variables of gender, professional seniority, undergraduate graduation and the disability group worked. As a preliminary application, the Trial Scale Form has been prepared as 37 items and has been applied to 143 special education teachers working in state institutions affiliated to Ankara and Kırıkkale Provincial Directorate of National Education. As a result of exploratory and confirmatory factor analyzes, 5 factors and 18 items have been determined. The factors are self-efficacy for planning instruction according to the program stages, self-efficacy for planning instruction according to developmental characteristics, self-efficacy for application method, self-efficacy for implementation process and self-efficacy for evaluation. As a result of the research, according to the average scores have been obtained, the perceptions of the Special Education teachers participating in the research on planning the instruction in accordance with the program stages, self-efficacy in planning the instruction according to the developmental characteristics, self-efficacy in the implementation process, and self-efficacy in the evaluation were at a very high level and self-efficacy perceptions for the application method has been found to be at a high level. According to the gender variable in the research, it has been concluded that female teachers' self-efficacy for planning instruction, application process, self-efficacy for evaluation and total score averages of scales were significantly higher according to their developmental characteristics. At the same time, according to the undergraduate graduation variable in the research, the self-efficacy point averages of the teachers who have stated as other for planning appropriate instruction and self-efficacy for planning instruction according to developmental characteristics have been significantly higher than the average scores of the teachers who have stated their undergraduate graduation as special education teaching and classroom teaching. In addition, according to the variable of professional seniority, the self-efficacy perceptions of teachers with 0-10 years, 11-20 years, 20 years and more professional seniority towards the teaching process with games and according to the variable of disability group studied, mild intellectual disability, moderate-severe intellectual disability, autism, It has concluded that the self efficacy perceptions of the teachers working in the hearing and visually impaired groups towards the teaching process with play were similar.
The aim of this research is to determine the self-efficacy of special education teachers in the teaching process with game. For this purpose, descriptive survey model has been used in the research. The sample of the research is 241 special education teachers who work in state institutions affiliated to Konya Provincial Directorate of National Education. As a data collection tool, the 18-item "Special Education Teachers' Self-Efficacy Scale in the Teaching Process with Game" has been developed by the researcher. In this direction, the self-efficacy of special education teachers was determined according to the variables of gender, professional seniority, undergraduate graduation and the disability group worked. As a preliminary application, the Trial Scale Form has been prepared as 37 items and has been applied to 143 special education teachers working in state institutions affiliated to Ankara and Kırıkkale Provincial Directorate of National Education. As a result of exploratory and confirmatory factor analyzes, 5 factors and 18 items have been determined. The factors are self-efficacy for planning instruction according to the program stages, self-efficacy for planning instruction according to developmental characteristics, self-efficacy for application method, self-efficacy for implementation process and self-efficacy for evaluation. As a result of the research, according to the average scores have been obtained, the perceptions of the Special Education teachers participating in the research on planning the instruction in accordance with the program stages, self-efficacy in planning the instruction according to the developmental characteristics, self-efficacy in the implementation process, and self-efficacy in the evaluation were at a very high level and self-efficacy perceptions for the application method has been found to be at a high level. According to the gender variable in the research, it has been concluded that female teachers' self-efficacy for planning instruction, application process, self-efficacy for evaluation and total score averages of scales were significantly higher according to their developmental characteristics. At the same time, according to the undergraduate graduation variable in the research, the self-efficacy point averages of the teachers who have stated as other for planning appropriate instruction and self-efficacy for planning instruction according to developmental characteristics have been significantly higher than the average scores of the teachers who have stated their undergraduate graduation as special education teaching and classroom teaching. In addition, according to the variable of professional seniority, the self-efficacy perceptions of teachers with 0-10 years, 11-20 years, 20 years and more professional seniority towards the teaching process with games and according to the variable of disability group studied, mild intellectual disability, moderate-severe intellectual disability, autism, It has concluded that the self efficacy perceptions of the teachers working in the hearing and visually impaired groups towards the teaching process with play were similar.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Özel eğitim, Oyunla öğretim süreci, Öğretmen öz yeterlikleri, Special education, In game teachıng process, Teacher self-efficacy
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Yıldırım, N. (2021). Özel eğitim öğretmenlerinin oyunla öğretim süreci öz yeterlikleri. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
