The Relationship Between The Turkish Pre-Service Teachers’ Attitudes and Self-Efficacy Beliefs Concerning Inclusive

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DOI : 10.15345/iojes.2018.03.019
Year-Number: 2018-Volume 10, Issue 3
Language : null
Konu :
Number of pages: 303-324
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Abstract

Bu çalışmanın amacı, öğretmen adaylarının kaynaştırma eğitimine yönelik tutumları ve öz yeterlilikleri arasındaki ilişkiyi incelemektir. Araştırma nicel araştırma yöntemlerinden ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırmanın katılımcılarını Türkiye’deki üniversitelerinden birindeki Eğitim Fakültesi lisans programlarının 4. Sınıflarında öğrenim görmekte olan toplam 747 öğretmen adayı oluşturmaktadır. Araştırma verileri Kaynaştırmaya İlişkin Duygu, Tutum Endişe Ölçeği ve Kaynaştırma Uygulamaları Öğretmen Yeterlik Ölçeği kullanılarak toplanmıştır. Verilerin analizinde, Pearson Korelasyon Katsayısı ve Çoklu Doğrusal Regresyon analizi testleri kullanılmıştır. Araştırma sonuçları, öğretmen adaylarının kaynaştırmaya yönelik tutumlarının oldukça olumlu düzeyde olduğu, öz yeterlilik düzeylerinin ise oldukça yüksek düzeyde olduğunu göstermiştir. Öğretmen adaylarının kaynaştırmaya yönelik tutumları ile öz yeterlilikleri arasında istatistiksel olarak anlamlı düzeyde bir ilişki bulunmuştur. Ayrıca öğretmen adaylarının kaynaştırma yeterliliklerinin kaynaştırmaya yönelik tutumun anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

Keywords

Abstract

The study aims to determine the relationship between pre-service teachers’ attitudes and self-efficacies regarding inclusive education. The study was conducted using a relational screening model, which is a qualitative research method. The study participants included 747 pre-service teachers who were senior students studying at a Faculty of Education at a state university in Turkey. The research data for this study were collated using the SACIER and TEIP. Data were analyzed using the Pearson Product-Moment Correlation Coefficient, and multilinear regression analysis tests. The study results revealed that participating pre-service teachers’ attitudes towards inclusion and self-efficacy levels were quite positive. The study revealed a statistically significant relationship between pre-service teachers’ attitudes regarding inclusive education and their self-efficacies. The efficacies of pre-service teachers regarding inclusion were found to be a significant predictor of their attitudes toward inclusion.

Keywords

Kaynakça

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