Okul öncesi öğretmenlerin öğrenme güçlüğüne ilişkin bilgi düzeylerinin belirlenmesi
Yükleniyor...
Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada okul öncesi öğretmenlerin öğrenme güçlüğüne ilişkin bilgi düzeylerinin belirlenmesi amaçlanmıştır. Araştırma ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemi 2020-2021 eğitim-öğretim yılı bahar döneminde Edirne İli Millî Eğitim Bakanlığı’na bağlı resmi ve özel okul öncesi eğitim kurumlarında çalışan tüm okul öncesi öğretmenlerinden rastgele örneklem yöntemiyle seçilmiştir. Araştırma kapsamında 174 okul öncesi öğretmene ulaşılmıştır. Araştırmada veri toplama aracı olarak “Genel Bilgi Formu”, “Disleksi Bilgi ve İnanç Ölçeği” ve “Özel Gereksinimli Çocukların Kaynaştırılmasına Yönelik Öğretmen Yeterliği Ölçeği” kullanılmıştır. Araştırma verilerinin normalliği test edilmiş, dağılım normalitesi sağlandığı için parametrik analizler tercih edilmiştir. Araştırma verilerin analizinde Pearson koralesyon katsayısı, Bağımsız Grup t- Testi ve Tek Yönlü Varyans Analizi (ANOVA) teknikleri kullanılmıştır. Araştırma bulgularından elde edilen sonuçlara göre okul öncesi öğretmenlerin öğrenme güçlüğüne yönelik genel bilgilerinin, tanıya ilişkin bilgilerinin ve tedaviye ilişkin bilgilerinin yetersiz olduğu, öğretmenlerin öğrenme güçlüğüne ilişkin kavram yanılgılarının olduğu saptanmıştır. Bunun yanı sıra öğretmenlerin özyeterlik algıları ile öğrenme güçlüğüne yönelik bilgi düzeyleri arasında pozitif yönlü düşük düzeyde anlamlı bir ilişki tespit edilmiştir. Öğretmenlerin cinsiyet, mevcut sınıfında özel gereksinimli öğrenci bulunma durumu, özel eğitim sertifikasının bulunma durumu, öğrenme güçlüğü alanında özel eğitim alma durumu ve kapsayıcı eğitime ilişkin hizmet içi eğitime veya seminere katılma durumuna göre öğrenme güçlüğü bilgi düzeyleri arasında anlamlı farklılık olduğu bulunmuştur. Ayrıca öğretmenlerin çalıştıkları kurumun sosyo-ekonomik düzeyine göre öğrenme güçlüğü genel bilgilerinde anlamlı bir fark bulunmazken, tanıya ilişkin bilgileri ve tedaviye ilişkin bilgilerinde anlamlı düzeyde farklılık olduğu tespit edilmiştir. Ancak öğretmenlerin çalıştığı eğitim kurumundaki pozisyonu, çalıştığı eğitim kurumu, eğitim durumları, sınıftaki ortalama öğrenci sayısı, kıdem yılı, yaş, medeni durum, ailesinde öğrenme güçlüğü olan birey bulunma durumu, daha önce sınıflarında dezavantajlı gruplarda yer alan öğrenci/ler olma durumu, öğrenme güçlüğünün erken belirtilerine yönelik yapılacak eğitime katılmak isteme/me durumu ve öğrenme güçlüğünün erken belirtilerine yönelik yapılacak olan odak grup görüşmesine katılmak isteme durumuna göre öğrenme güçlüğü bilgi düzeyleri arasında anlamlı farklılık olmadığı tespit edilmiştir.
In this study, it has been aimed to be determined knowledge levels of preschool teachers about learning disabilities. The research has been designed in relational screening model. The sample of study was selected by random sampling method from all preschool teachers who were working in public and private preschool education institutions affiliated with Ministry of National Education of Edirne Province in the spring semester of 2020-2021 academic year. Within the scope of the research, 174 preschool teachers were reached. In this research, “General Information Form’’, “ Scale of Knowledge and Beliefs about Developmental Dyslexia” and “ Teacher Efficacy for the Inclusion of Young Children with Disabilities Scale” have been used as data collection tools. The normality of the research data has been tested and parametric analyses have been preferred because the distribution normality has been ensured. Pearson corelation coefficient, Independent Group T-Test and One-Way Variance Analysis (ANOVA) techniques have been used in the analysis of the research data. According to the results obtained from the research findings, it has been determined that the general knowledge of preschool teachers regarding learning difficulties, their knowledge of diagnosis and their knowledge of treatment are inadequate and that teachers have misconceptions about learning difficulties. In addition, a positive low-level significant relationship has been found between teachers' perceptions of self-esteem and knowledge levels related to learning difficulties. In this research it has been found that there is a significant difference between the level of learning difficulties according to the gender of teachers, the presence of special needs students in their current class, the availability of special education certificates, the status of special education in the field of learning difficulties, and the participation in in-service training or seminars related to inclusive education. While there is not any significant difference in the general knowledge of learning difficulties according to the socio-economic level of the institution in which the teachers works, it has been determined that there is a significant difference in their knowledge of diagnosis and their knowledge of treatment. However in this research has been determined that there is not any significant difference about Teachers’ position in the educational institution where they work with learning difficulties information, the educational institution in which they work, educational status, avarage number of students in the classroom, seniority year, age, marital status, presence of individuals with learning difficulties in their family and status of being a student in disadvantaged groups in their classrooms according to the variables of wanting to participate in the training for early symptoms and wanting to participate in the focus group interview for early symptoms of learning disability.
In this study, it has been aimed to be determined knowledge levels of preschool teachers about learning disabilities. The research has been designed in relational screening model. The sample of study was selected by random sampling method from all preschool teachers who were working in public and private preschool education institutions affiliated with Ministry of National Education of Edirne Province in the spring semester of 2020-2021 academic year. Within the scope of the research, 174 preschool teachers were reached. In this research, “General Information Form’’, “ Scale of Knowledge and Beliefs about Developmental Dyslexia” and “ Teacher Efficacy for the Inclusion of Young Children with Disabilities Scale” have been used as data collection tools. The normality of the research data has been tested and parametric analyses have been preferred because the distribution normality has been ensured. Pearson corelation coefficient, Independent Group T-Test and One-Way Variance Analysis (ANOVA) techniques have been used in the analysis of the research data. According to the results obtained from the research findings, it has been determined that the general knowledge of preschool teachers regarding learning difficulties, their knowledge of diagnosis and their knowledge of treatment are inadequate and that teachers have misconceptions about learning difficulties. In addition, a positive low-level significant relationship has been found between teachers' perceptions of self-esteem and knowledge levels related to learning difficulties. In this research it has been found that there is a significant difference between the level of learning difficulties according to the gender of teachers, the presence of special needs students in their current class, the availability of special education certificates, the status of special education in the field of learning difficulties, and the participation in in-service training or seminars related to inclusive education. While there is not any significant difference in the general knowledge of learning difficulties according to the socio-economic level of the institution in which the teachers works, it has been determined that there is a significant difference in their knowledge of diagnosis and their knowledge of treatment. However in this research has been determined that there is not any significant difference about Teachers’ position in the educational institution where they work with learning difficulties information, the educational institution in which they work, educational status, avarage number of students in the classroom, seniority year, age, marital status, presence of individuals with learning difficulties in their family and status of being a student in disadvantaged groups in their classrooms according to the variables of wanting to participate in the training for early symptoms and wanting to participate in the focus group interview for early symptoms of learning disability.
Açıklama
Anahtar Kelimeler
Okul öncesi öğretmeni, Öğretmen yeterliği, Öğrenme güçlüğü, Disleksi, Bilgi ve inanç, Pre-school teacher, Learning disability, Dyslexia, Teacher selfefficacy, Knowledge and belief
