Engelli öğretmenlerin öğretmenlik deneyimlerine ilişkin görüşlerinin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, engelli öğretmenlerin öğretmenlik deneyimlerine ilişkin görüşlerini incelemektir. Araştırmada nitel araştırma desenlerinden biri olan olgu bilimi deseni kullanılmıştır. Araştırmanın çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden birisi olan maksimum çeşitlilik örneklemesi kullanılmıştır. Araştırmanın çalışma grubunu, Aksaray ili merkez ilçesindeki resmi ilkokul, ortaokul ve liselerde görev yapmakta olan engelli öğretmenler arasından seçilen 15 engelli öğretmen oluşturmuştur. Araştırma verilerinin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verilerinin analizinde içerik analizi kullanılmıştır. Araştırmada engelli öğretmenlerin öğretmenlik mesleğini seçme nedenlerinde engellilik dışı faktörler ve engellilikten kaynaklanan faktörler olduğu belirlenmiştir. Engelli öğretmenlerin öğretmenlik mesleğine yönelik olumlu ve olumsuz duygularının ve düşüncelerinin olduğu belirlenmiştir. Engelli öğretmenlerin sınıf disiplini uygulamalarında çağdaş disiplin ve geleneksel disiplin anlayışı vurgulanmıştır. Engelli öğretmenlerin çoğunlukla zaman yönetimini sağlayabildikleri vurgulanırken zaman yönetiminde sorun yaşadıkları da ortaya konulmuştur. Çoğunlukla sınıfın fiziki koşullarının engelli öğretmenlik için uygun olduğu vurgulanmış olmakla birlikte engel durumuna göre sınıfın fiziki koşullarında ek düzenleme ihtiyacı duydukları ortaya konulmuştur. Engelli öğretmenlerin çoğunlukla geleneksel öğretim yöntem ve tekniklerini kullandığı belirlenirken çağdaş öğretim yöntem ve tekniklerini de kullandıkları ortaya konulmuştur. Engelli öğretmenlerin kullandıkları materyallerde çoğunlukla teknolojik materyalleri kullandıkları belirlenirken ders kitabının ve yardımcı kaynakların kullanıldığı da ortaya konulmuştur. Engel durumunun sınıf disiplinini, zaman yönetimini, öğretim yöntem ve tekniklerinin kullanımını ve seçimini, materyal kullanımını ve seçimini etkilediği belirlenmiştir. Engelli öğretmenlerin sınıf dışı eğitim-öğretim süreçleri olarak en fazla kulüp etkinlikleri gerçekleştirdikleri belirlenirken, branş kapsamında ve bunların dışında etkinlikleri de gerçekleştirdikleri ortaya konulmuştur. Bununla birlikte sınıf dışı eğitim öğretim etkinliklerinde engellilik kaynaklı sorunlar yaşadıkları belirlenmiştir. Engelli öğretmenlerin meslektaşlarıyla, velileriyle, öğrencileriyle ve yöneticileriyle olumlu ilişkileri olduğu belirlenmiştir. Ayrıca yöneticileriyle, öğrencileriyle ve meslektaşlarıyla sorunlar yaşadıkları belirlenmiştir. Engelli öğretmenlerin görev yaptıkları okulların fiziki koşullarının çoğunlukla engelli öğretmenlik için uygun olmadığını düşündükleri belirlenirken uygun olduğunu düşünenlerin de olduğu belirlenmiştir. Engelli öğretmenlerin etkili öğretmenlik yapabilmelerini sağlayacak koşullara ilişkin olarak çoğunlukla öğretmenlik mesleği ile ilgili koşulların belirtildiği, engelli öğretmenlik ve eğitim politikaları ile ilgili koşulların da vurgulandığı ortaya konulmuştur.
The purpose of this research is to examine the opinions of disabled teachers regarding their teaching experiences. The phenomenology design, one of the qualitative research designs, was used in the research. Maximum diversity sampling, one of the purposeful sampling methods, was used to determine the study group of the research. The study group of the research consisted of 15 disabled teachers selected from among the disabled teachers working in public primary, secondary and high schools in the central district of Aksaray province. A semi-structured interview form was used to collect research data. Content analysis was used to analyze the research data. In the research, it was determined that the reasons why disabled teachers choose the teaching profession are non-disability factors and disability-related factors. It has been determined that disabled teachers have positive and negative feelings and thoughts about the teaching profession. Contemporary discipline and traditional discipline understanding are emphasized in the classroom discipline practices of disabled teachers. While it was emphasized that disabled teachers were mostly able to manage time, it was also revealed that they had problems in time management. Although it was mostly emphasized that the physical conditions of the classroom were suitable for disabled teachers, it was revealed that they needed additional arrangements in the physical conditions of the classroom depending on the disability. While it was determined that disabled teachers mostly used traditional teaching methods and techniques, they also used contemporary teaching methods and techniques. While it was determined that disabled teachers mostly used technological materials, it was also revealed that textbooks and auxiliary resources were used. It has been determined that disability affects classroom discipline, time management, use and selection of teaching methods and techniques, and use and selection of materials. While it was determined that disabled teachers mostly carried out club activities as out-of-class education processes, it was also revealed that they also carried out activities within the scope of their branch and outside of them. However, it was determined that they experienced disability-related problems in out-of-class education activities. It has been determined that disabled teachers have positive relationships with their colleagues, parents, students and administrators. It was also determined that they had problems with their administrators, students and colleagues. While it was determined that disabled teachers mostly thought that the physical conditions of the schools where they worked were not suitable for teaching with disabilities, there were also some who thought they were suitable. Regarding the conditions that will enable disabled teachers to teach effectively, it has been revealed that the conditions related to the teaching profession are mostly stated, and the conditions related to disabled teaching and education policies are also emphasized.
The purpose of this research is to examine the opinions of disabled teachers regarding their teaching experiences. The phenomenology design, one of the qualitative research designs, was used in the research. Maximum diversity sampling, one of the purposeful sampling methods, was used to determine the study group of the research. The study group of the research consisted of 15 disabled teachers selected from among the disabled teachers working in public primary, secondary and high schools in the central district of Aksaray province. A semi-structured interview form was used to collect research data. Content analysis was used to analyze the research data. In the research, it was determined that the reasons why disabled teachers choose the teaching profession are non-disability factors and disability-related factors. It has been determined that disabled teachers have positive and negative feelings and thoughts about the teaching profession. Contemporary discipline and traditional discipline understanding are emphasized in the classroom discipline practices of disabled teachers. While it was emphasized that disabled teachers were mostly able to manage time, it was also revealed that they had problems in time management. Although it was mostly emphasized that the physical conditions of the classroom were suitable for disabled teachers, it was revealed that they needed additional arrangements in the physical conditions of the classroom depending on the disability. While it was determined that disabled teachers mostly used traditional teaching methods and techniques, they also used contemporary teaching methods and techniques. While it was determined that disabled teachers mostly used technological materials, it was also revealed that textbooks and auxiliary resources were used. It has been determined that disability affects classroom discipline, time management, use and selection of teaching methods and techniques, and use and selection of materials. While it was determined that disabled teachers mostly carried out club activities as out-of-class education processes, it was also revealed that they also carried out activities within the scope of their branch and outside of them. However, it was determined that they experienced disability-related problems in out-of-class education activities. It has been determined that disabled teachers have positive relationships with their colleagues, parents, students and administrators. It was also determined that they had problems with their administrators, students and colleagues. While it was determined that disabled teachers mostly thought that the physical conditions of the schools where they worked were not suitable for teaching with disabilities, there were also some who thought they were suitable. Regarding the conditions that will enable disabled teachers to teach effectively, it has been revealed that the conditions related to the teaching profession are mostly stated, and the conditions related to disabled teaching and education policies are also emphasized.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
