An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education

2021 ◽  
Vol 9 (1) ◽  
pp. 150
Author(s):  
Gülsün Şahan
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Primary School ◽  
Inclusive Education ◽  
Teacher Competence ◽  
Expert Teachers ◽  
School Teaching ◽  
Significant Difference ◽  
Written Form ◽  
Mixed Pattern

Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who receive the special education courses about the adequacy of inclusive education and special education practices they observe at schools. The research was prepared in a mixed pattern and quantitative and qualitative techniques were used together. Therefore, Teacher Competence Scale in Inclusive Applications developed by Bayar (2015) was applied to 197 students who study science, mathematics, social studies, Turkish and, primary school teaching. Besides, views of 25 pre-service teachers who study in the same classes were collected and evaluated in written form. At the end of the study, it was determined that while Science pre-service teachers consider themselves more competent in inclusion, primary school pre-service teachers have higher classroom management competence. There is not any significant difference between pre-service teachers’ views about inclusive education according to gender. Furthermore, the pre-service teachers think that teachers lack knowledge and education, students’ disabilities are not recognized, there is a lack of equipment, and cooperation of school and family is not effective.

Meeting the Need for Inclusive Educators Online

2017 ◽  
pp. 106-122
Author(s):  
Jason Naranjo
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Career Development ◽  
Inclusive Education ◽  
Online Courses ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Teacher Competence ◽  
Teacher Shortages ◽  
Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

scholarly journals Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management

2017 ◽  
Vol 7 (1) ◽  
pp. 30 ◽  
Author(s):  
Hatice Vatansever Bayraktar ◽  
M. Cihangir Dogan
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Personal Information ◽  
State School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Discipline Practices ◽  
Significant Difference ◽  
Education Status ◽  
Scale Data

The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

2020 ◽  
Vol 8 (4) ◽  
pp. 747-753
Author(s):  
Murat Ellez ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Teaching Math ◽  
School Teaching ◽  
Significant Difference ◽  
Students Attitudes

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

Meeting the Need for Inclusive Educators Online

2022 ◽  
pp. 1004-1020
Author(s):  
Jason Naranjo
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Career Development ◽  
Inclusive Education ◽  
Online Courses ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Teacher Competence ◽  
Teacher Shortages ◽  
Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

scholarly journals KEBUTUHAN GURU SEKOLAH DASAR INKLUSI DALAM MENINGKATKAN KOMPETENSI MELALUI MEDIA VIDEO

2016 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Edi Purnomo
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Educational Background ◽  
Instructional Video ◽  
Teacher Competence

This study is a research of instructional video development which aims to gain informations about the needs of inclusive primary school teachers in improving their competencies through video media. Such information includes: implementation constraints, teacher characteristics, teacher attitudes, and competencies required of teachers. The study used a survey research design. The data collection with a focus group discussion (FGD) and the enclosed questionnaire. The results showed that the main obstacle implementation of inclusive education is the classroom teacher competence is still not good and the number of special guidance counselor (GPK) is still lacking. The majority of primary school inclusion teacher educational background S1PGSD and no experience teaching in inclusive schools. Many theachers of inclusion primary school have not attended training on inclusive education. The efforts to increase the competence of self-done by discussing with fellow-teachers. The attitude of teachers to implement inclusive education is very good but the handling of learning obstacles still lacking. Teachers need to increase the competence of inclusive learning strategy. The study concluded that primary school inclusion teachers need a tutorial learning strategies in the classroom inclusion. The packed tutorial in the videos media so that it can individually study or the training delivered. AbstrakPenelitian ini merupakan tahapan penelitian pengembangan media video yang bertujuan menggali informasi kebutuhan guru sekolah dasar inklusi dalam meningkatkan kompetensi melalui media video. Informasi tersebut meliputi: kendala pelaksanaan, karakteristik guru, sikap guru, dan kompetensi yang dibutuhkan guru. Penelitian menggunakan desain penelitian survey. Pengumpulan data dengan focus group discussion (FGD) dan kuesioner tertutup. Hasil penelitianmenunjukkan bahwa kendala utama penyelenggaraan pendidikan inklusif adalah kompetensi guru kelas masih kurang baik dan jumlah guru pembimbing khusus (GPK) masih kurang. Guru SD inklusi mayoritas berlatar belakang pendidikan S1 PGSD dan belum berpengalaman mengajar di sekolah inklusi. Banyak Guru SD inklusi yang belum mengikuti pelatihan pendidikan inklusif. Upaya untuk meningkatkan kompetensi diri dilakukan dengan berdiskusi dengan sesama guru. Sikap guru terhadap pelaksanaan pendidikan inklusif sangat baik, tetapi dalam menangani kendala pembelajaran masih kurang. Guru membutuhkan peningkatan kompetensi tentang strategi pembelajaran inklusif. Penelitian ini menyimpulkan bahwa guru SD inklusi membutuhkan tutorial strategi pembelajaran di kelas inklusi. Tutorial dikemas dalam media video sehingga dapat dipelajari secara mandiri maupun disampaikan dalam pelatihan.

scholarly journals A Study on Teacher Candidates’ Self-Efficacy, Motivation and Affection Levels for Children

2018 ◽  
Vol 6 (12) ◽  
pp. 111 ◽  
Author(s):  
Vesile Yildiz Demirtaş
Keyword(s):  
Special Education ◽  
Primary School ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
Primary School Teacher ◽  
School Teaching ◽  
Teacher Self Efficacy

The purpose of this research is to reveal the levels of affection for children, teaching motivations and self-efficacy beliefs of the teacher candidates studying in special education, pre-school and primary school teaching departments based on their gender, classroom and academic branches to showcase the correlations between the levels of the teachers’ affection for children, their self-efficacy beliefs and teaching motivations. The study group was determined with the criterion sampling method. 368 teacher candidates participated in this study: 108 from special education department, 136 from pre-school department and 136 from primary school teacher department. The data were collected by means of ‘Barnett Liking Children, Teaching Motivations and Perception of Teacher Self-efficacy Scales’. The data were analyzed using independent group t-tests, one –way analysis of variance, Pearson’s correlation analysis and simple linear regression analysis. The results show that the teacher candidates from the three departments have a high level of affection for children. Their motivations to teach and self-efficacy beliefs are higher than the average value. It is revealed that there is an average positive correlation between liking children and teacher self-efficacy in using teaching strategies. However, the data results disclosed that the teacher candidates’ self-efficacy beliefs, students’ participation, teaching motivations, and teaching strategies predict their affection for children significantly and positively. Teacher candidates should be enabled to establish direct experiences with the group they shall work with in order to develop the self-efficiency beliefs of them.

scholarly journals KEBUTUHAN GURU SEKOLAH DASAR INKLUSI DALAM MENINGKATKAN KOMPETENSI MELALUI MEDIA VIDEO

2016 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Edi Purnomo
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Educational Background ◽  
Instructional Video ◽  
Teacher Competence

This study is a research of instructional video development which aims to gain informations about the needs of inclusive primary school teachers in improving their competencies through video media. Such information includes: implementation constraints, teacher characteristics, teacher attitudes, and competencies required of teachers. The study used a survey research design. The data collection with a focus group discussion (FGD) and the enclosed questionnaire. The results showed that the main obstacle implementation of inclusive education is the classroom teacher competence is still not good and the number of special guidance counselor (GPK) is still lacking. The majority of primary school inclusion teacher educational background S1PGSD and no experience teaching in inclusive schools. Many theachers of inclusion primary school have not attended training on inclusive education. The efforts to increase the competence of self-done by discussing with fellow-teachers. The attitude of teachers to implement inclusive education is very good but the handling of learning obstacles still lacking. Teachers need to increase the competence of inclusive learning strategy. The study concluded that primary school inclusion teachers need a tutorial learning strategies in the classroom inclusion. The packed tutorial in the videos media so that it can individually study or the training delivered. AbstrakPenelitian ini merupakan tahapan penelitian pengembangan media video yang bertujuan menggali informasi kebutuhan guru sekolah dasar inklusi dalam meningkatkan kompetensi melalui media video. Informasi tersebut meliputi: kendala pelaksanaan, karakteristik guru, sikap guru, dan kompetensi yang dibutuhkan guru. Penelitian menggunakan desain penelitian survey. Pengumpulan data dengan focus group discussion (FGD) dan kuesioner tertutup. Hasil penelitianmenunjukkan bahwa kendala utama penyelenggaraan pendidikan inklusif adalah kompetensi guru kelas masih kurang baik dan jumlah guru pembimbing khusus (GPK) masih kurang. Guru SD inklusi mayoritas berlatar belakang pendidikan S1 PGSD dan belum berpengalaman mengajar di sekolah inklusi. Banyak Guru SD inklusi yang belum mengikuti pelatihan pendidikan inklusif. Upaya untuk meningkatkan kompetensi diri dilakukan dengan berdiskusi dengan sesama guru. Sikap guru terhadap pelaksanaan pendidikan inklusif sangat baik, tetapi dalam menangani kendala pembelajaran masih kurang. Guru membutuhkan peningkatan kompetensi tentang strategi pembelajaran inklusif. Penelitian ini menyimpulkan bahwa guru SD inklusi membutuhkan tutorial strategi pembelajaran di kelas inklusi. Tutorial dikemas dalam media video sehingga dapat dipelajari secara mandiri maupun disampaikan dalam pelatihan.

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