QUANTITATIVE EVALUATION OF PROSPECTIVE TEACHERS' VIEWS ON INCLUSIVE EDUCATION

Suat Turkoguz, Muhammet S. Baran, Mehmet Gurbuz, Cengiz Tuysuz, Ilker Ugulu

Abstract


In this study, pre-service teachers' views on inclusive education were evaluated from a quantitative research perspective. The survey model, one of the quantitative research designs, was used. The sample of the study consists of 482 prospective teachers studying at the same state university. The "Opinions Related to Mainstreaming Scale" was used to evaluate the views of pre-service teachers about inclusion. In the study, frequency and percentage values for each item were calculated for the data obtained from the study. In addition, Pearson correlation coefficient was calculated to determine whether there was a relationship between the sub-dimensions of the scale depending on the data collected. Although the results of the research are generally positive, the opinions of the pre-service teachers about inclusive education are inconsistent with each other, indicating that the knowledge and skill levels of the pre-service teachers about students with special needs are insufficient. It is important for a qualified inclusive education that teacher candidates who will start working in schools in the future develop positive attitudes towards inclusive education and have high levels of knowledge and skills. 

 

Article visualizations:

Hit counter


Keywords


special education, inclusive education, teacher candidates

Full Text:

PDF

References


Ainscow, M., & Miles, S. (2008). Making education for all inclusive: where next? Prospects, 38, 15-34.

AlMahdi, O., & Bukamal, H. (2019). Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College. Sage Open Journal, 1-14.

Al-Zyoudi, M. (2006). Teachers’ Attitudes Towards Inclusive Education in Jordanian Schools. International Journal of Special Education, 21(2), 55-62.

Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional children, 62(2), 139-149.

Avramidis, E., Bayliss, P., & Burden, R. (2000). A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, 20(2), 191-211.

Avsar-Tuncay, A., & Kizilaslan, A. (2021). Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education, DOI: 10.1080/08856257.2021.1873524.

Aydın, H., Yorek, N. & Ugulu, I. (2015). An investigation of some variables related students’ attitudes towards performance assignments. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12(31), 211-229.

Batu, S., Kircaali-İftar, G., Uzuner, Y. (2004). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız meslek lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 33-50.

Batu, E. S., Odluyurt, S., Alagozoglu, E., Cattik, M. & Sahin, S. (2017). Determining the opinions of preschool teachers regarding inclusion. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(3), 401-420.

Bozarslan, B., & Batu, E. S. (2014). Özel anaokullarında çalışan eğiticilerin okulöncesi dönemde kaynaştırma ile ilgili görüş ve önerileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 86-108.

Cankaya, O., & Korkmaz, I. (2012). İlköğretim I. kademede kaynaştırma eğitimi uygulamalarının sınıf öğretmenlerinin görüşlerine göre değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(1), 1-16.

Cerezci, Ö. (2015). Okul öncesi eğitim kurumlarında yapılan kaynaştırma eğitimi uygulamalarının kaynaştırma kriterleri açısından değerlendirilmesi. Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

De Boer, A., Pijl, S. P., & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353.

Demir, M. K., & Acar, S. (2011). Kaynaştırma Eğitimi Konusunda Tecrübeli Sınıf Öğretmenlerinin Görüşleri. Kastamonu Eğitim Dergisi, 19(3), 719-732.

Ediyanto, R. M., Atika, I. A., & Kawai, N. (2020). The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia. Discourse and Communication for Sustainable Education, 11(1), 65-73.

Erdagi, İ. (2019). Sınıf öğretmenlerinin kaynaştırma eğitimine ilişkin görüşlerinin incelenmesi. Yüksek Lisans Tezi. Kafkas Üniversitesi Sosyal Bilimler Enstitüsü, Kars.

Erkol, S. & Ugulu, I. (2014). Examining biology teachers candidates' scientific process skill levels and comparing these levels in terms of various variables. Procedia Social and Behavioral Sciences, 116: 4742-4747. http://dx.doi.org/10.1016/j.sbspro.2014.01.1019

Ewing, D. L., Monsen, J. J., & Kielblock, S. (2017). Teachers’ attitudes towards inclusive education: a critical review of published questionnaires. Educational Psychology in Practice, 1-15.

Gok, G. (2009). Okulöncesi eğitimi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri. Yüksek Lisans Tezi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü, Kayseri.

Gurgur, H., & Hasanoglu Yazcayir, G. (2019). Türkiye’de kaynaştırma eğitimine yönelik öğretmenlerin görüşlerine odaklanılmış lisansüstü eğitim tezlerinin sentezlenmesi: meta-etnografik bir çalışma. Eğitimde Nitel Araştırmalar Dergisi, 7(2), 845-872.

Hind, K., Larkin, R., & Dunn, A. K. (2019) Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes. International Journal of Disability, Development and Education, 66(4), 424-437.

Ince, S. (2012). Preschool teacher candidate’s attitudes and concerns about inclusive education taking into consideration whether they took special courses or not at university. International Journal of Early Childhood Education Research, 1(3), 1-19.

Killoran, I., Woronko, D., & Zaretsky, H. (2014). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4), 427-442.

Kim, J. H. & Cho, Y. T. (2008). Qualitative research on the recognition of kindergarten teachers on effects of inclusive education of the disabled infants. Korean Journal Inclusive Education, 3, 27-44.

Kircaali-Iftar, G. (1996). Kaynaştırmaya İlişkin Görüşler Ölçeği’nin geçerlik ve güvenirlik bulguları (The psychometric characteristics of the Turkish version of Opinions Relative to Integration of Students with Disabilities). 6. Özel Eğitim Günleri Poster Bildirisi, Hacettepe Üniversitesi, Ankara, Türkiye.

Koruoglu, N., Ugulu, I. & Yorek, N. (2015). Investigation of High School Students’ Environmental Attitudes in Terms of Some Demographic Variables. Psychology, 6: 1608-1623. http://dx.doi.org/10.4236/psych.2015.613158

Kose, A. (2018). Sınıf ve branş öğretmenlerinin kaynaştırma öğrencilerine yönelik tutumlarının incelenmesi. Yüksek Lisans Tezi. Fırat Üniversitesi Eğitim Bilimleri Enstitüsü, Elazığ.

McHatton, P. A., & McCray, E. D. (2007). Inclination toward Inclusion: perceptions of elementary and secondary education teacher candidates. Action in Teacher Education, 29(3), 25-32.

Mertoğlu, H. (2018). Öğretmen adaylarının kaynaştırmaya ilişkin tutumlarının öğretim stilleri ve bazı değişkenler açısından incelenmesi. Kesit Akademi Dergisi, 4(14), 127,152.

Orel, A., Zerey, Z., & Toret, G. (2004). Sınıf öğretmeni adaylarının kaynaştırmaya yönelik tutumlarının incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(1), 23-33.

Sadioglu, O. (2011). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerilerine yönelik nitel bir araştırma. Doktora Tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa.

Sarac, T. & Colak, A. (2012). Kaynaştırma uygulamaları sürecinde ilköğretim sınıf öğretmenlerinin karşılaştıkları sorunlara ilişkin görüş ve önerileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 13-28.

Sart, H., Ala, H., Yazlık, O. & Yılmaz, F. K. (2004). Türkiye Kaynaştırma Eğitiminde Nerede?: Eğitimciye Öneriler. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 İnönü Üniversitesi, Eğitim Fakültesi, Malatya.

Sekercioglu, B. (2010). İlköğretim II. Kademe branş öğretmenlerinin kaynaştırma uygulamalarında karşılaştıkları sorunlar ile ilgili görüşleri. Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Topcu, E., & Katılmıs, A. (2013). Yarı zamanlı kaynaştırma eğitimi alan ortaokul öğrencilerinin sosyal bilgiler dersine yönelik düşünceleri. Sakarya University Journal of Education, 3(3), 48-81.

Tuysuz, C. & Ugulu, I. (2021). Determination of the satisfaction levels of prospective teachers regarding the e-learning application during the coronavirus pandemic. European Journal of Education Studies, 8 (3): 199-134. http://dx.doi.org/10.46827/ejes.v8i3.3623

Ugulu, I., Aydin, H., Yorek, N. & Dogan, Y. (2008). The impact of endemism concept on environmental attitudes of secondary school students. Natura Montenegrina, 7 (3): 165-173.

Ugulu, I. (2009). Determination of retention of students’ knowledge and the effect of conceptual understanding. Biotechnology & Biotechnological Equipment, 23(1): 14-18.

Ugulu, I., Sahin, M., & Baslar, S. (2013). High school students’ environmental attitude: Scale development and validation. International Journal of Educational Sciences, 5(4): 415-424.

Ugulu, I. (2013). Confirmatory factor analysis for testing validity and reliability of traditional knowledge scale to measure university students’ attitudes. Educational Research and Reviews, 8 (16): 1399-1408.

Ugulu, I. & Erkol, S. (2013). Environmental attitudes of biology teacher candidates and the assessments in terms of some variables. NWSA-Education Sciences, 8(1): 79-89.

Ugulu, I., Akkaya, Z. & Erkol, S. (2013). An investigation on environmental attitudes of gifted students and the assessments in terms of some demographic variables. NWSA-Education Sciences, 8(4): 400-410. http://dx.doi.org/10.12739/NWSA.2013.8.4.1C0595

Ugulu, I. (2015a). A quantitative investigation on recycling attitudes of gifted/talented students. Biotechnology & Biotechnological Equipment, 29: 20-26. http://doi.org/10.1080/13102818.2015.1047168

Ugulu, I. (2015b). Development and validation of an instrument for assessing attitudes of high school students about recycling. Environmental Education Research, 21(6): 916-942. http://doi.org/10.1080/13504622.2014.923381

Ugulu, I., Yorek, N., Baslar, S. (2015). The effect of recycling education on high school students’ conceptual understanding about ecology: A study on matter cycle. Educational Research and Reviews, 10(16): 2207-2215. http://dx.doi.org/10.5897/ERR2015. 2386

Ugulu, I. (2019). Efficacy of recycling education integrated with ecology course prepared within the context of enrichment among gifted students. International Journal of Educational Sciences, 26(1-3), 49-58. https://doi.org/10.31901/24566322.2019/26.1-3.1086

Ugulu, I. (2020). Gifted students’ attitudes towards science. International Journal of Educational Sciences, 28(1-3). 7-14. https://doi.org/10.31901/24566322.2020/28.1-3.1088

Ugulu, I. (2021a). Special Education Teachers' Attitudes Towards the Environment. International Journal of All Research Education and Scientific Methods, 9(6): 1376-1381.

Ugulu, I. (2021b). Recycling Attitudes of Prospective Special Education Teachers. International Journal of All Research Education and Scientific Methods, 9(6): 1574-1578.

Unal, F. (2010). Kaynaştırma uygulamasının yapıldığı sınıflarda öğretmen, normal gelişim gösteren öğrenci ve engelli öğrenci velilerinin kaynaştırmaya yönelik tutumları. Yüksek Lisans Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.

Unal, F. & Iflazoglu Saban, A. (2014). Kaynaştırma uygulamasının yapıldığı sınıflarda, öğretmenlerin kaynaştırmaya yönelik tutumları-I. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23(1), 388-405.

Yazıcıoglu, T. (2018). Kaynaştırma uygulamalarının tarihsel süreci ve Türkiye’de uygulanan kaynaştırma modelleri. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 8(1), 92-110.

Yorek, N., Aydin, H., Ugulu, I., & Dogan, Y. (2008). An Investigation on Students' Perceptions of Biodiversity. Natura Montenegrina, 7 (3), 175-184.

Yorek, N., Ugulu, I., & Aydin, H. (2016). Using self-organizing neural network map combined with ward’s clustering algorithm for visualization of students’ cognitive structural models about aliveness concept. Computational Intelligence and Neuroscience, Article ID 2476256, 1-14. http://dx.doi.org/10.1155/2016/2476256

Yorek, N., Ugulu, I., Sahin, M. & Dogan, Y. (2010). A qualitative investigation of students’ understanding about ecosystem and its components. Natura Montenegrina, 9 (3): 973-981.

Yorek, N., Sahin, M. & Ugulu, I. (2010). Students' representations of the cell concept from 6 to 11 grades: Persistence of the "fried-egg model". International Journal of Physical Sciences, 5(1): 15-24.

Yorek, N. & Ugulu, I. (2015). A CFBPN artificial neural network model for educational qualitative data analyses: Example of students’ attitudes based on Kellerts’ typologies. Educational Research and Reviews, 10(18): 2606-2616. http://dx.doi.org/10.5897/ERR2015.2370.




DOI: http://dx.doi.org/10.46827/ejes.v8i10.3944

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Suat Turkoguz, Muhammet S. Baran, Mehmet Gurbuz, Cengiz Tuysuz, Ilker Ugulu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2021. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).