No abstract

Karma yöntemle desenlenen bu çalışmada okul öncesi eğitim öğretmenlerinin kaynaştırma eğitiminde öz-yeterlik algıları ile kaynaştırma eğitimi öz-yeterlikleri ve hizmetiçi eğitim gereksinimlerine yönelik görüşlerini belirlemek amaçlanmıştır. Çalışma verileri yakınsayan paralel desen (NİC+NİT) kullanılarak toplanmıştır. Çalışmanın nicel boyutu 475, nitel boyutu ise 17 katılımcı ile yürütülmüştür. Araştırma verileri "Özel Gereksinimli Çocukların Kaynaştırılmasına Yönelik Öğretmen Yeterliği" ölçeği ve "Odak Grup Görüşmesi Formu" ile toplanmıştır. Çalışmanın nicel verileri istatistiksel olarak, nitel verileri betimsel analiz yoluyla analiz edilmiştir. Çalışmanın nicel boyutunda ölçekten elde edilen veriler ışığında öğretmenlerin kaynaştırma eğitiminde kendilerini yeterli buldukları sonucuna ulaşılmıştır. Nitel boyutunda ise öğretmenler kaynaştırma eğitiminde yetersiz olduklarını ve hizmetiçi eğitime gereksinim duyduklarını ifade etmiştir.

. Pilot implementation of the scale was sent to a total of 556 preschool teachers employed in Antalya central districts. The unsuitable scales were removed from the 495 scales that were returned, leaving a total of 478 scales which were used in the study. According to the findings of the study, the scale was found to be unidimensional based on exploratory factor analysis which was used to test the construct validity and this dimension explained 59.21% of the variance. Confirmative factor analysis results showed that the scale was four dimensional as was the original. These dimensions are knowledge about the laws and processes relating to special education, knowledge about disabled children, confidence relating to teaching children with disabilities and perception of skills in using and adapting effective teaching methods. Cronbach alpha internal consistency coefficient was found to be 0,96 and the two halves test reliability coefficient was found to be 0,86. According to the item analysis results based on lower-upper group means, the scale reflected rather high t values for each item and was sufficient in discriminating participants. The Cronbach α internal consistency coefficients of the dimensions of the scale as determined by the confirmative factor analysis were calculated to be as follows: Legal Dimension .856; Knowledge Dimension .966; Self Confidence Dimension .943; Perception Dimension .952. The results of the analysis showed that the scale may be used to determine preschool teachers' self-efficacy in relation to inclusive education.

The aim of this study is to determine the effects of in-service education program (INSEP) that is developed for increasing the competences in the inclusive education of the pre-school education teachers (PSETs), on their knowledge level and self-efficacy perceptions, and on the satisfaction of the teachers with regard to the program. The pretest-posttest control group design was used in the study. The independent variable of the study is the INSEP that is applied to the control group. The dependent variables are the knowledge level and self-efficacy perception level of the teachers in the both group of inclusive education. The participants of the study consist of 35 pre-school teachers. The data of the study are collected through Information Form, Inclusive Education Information Test (IEIT), scale of "Teacher Efficacy for the Inclusion of Young Children with Disabilities (TEIYD) and INSEP Satisfaction Questionnaire. The analysis of the research data is performed by using SPSS 16.0 program. The data is received through IEIT and TEIYD, and analyzed through Dependent Sample t-test; and the satisfaction levels of the teachers are analyzed descriptively. In this study the INSEP is applied which aims to develop the competences of the PSETs' towards inclusion. As a result of the application, it is found that while there is no significant difference between the pre-test scores of the experimental group and control group (p>0.05); a significant difference is found between the post-test scores (p<0.05). Towards the effect of the applied INSEP on the self-efficacy perception of the teachers on inclusion, it is found that there is a significant difference between the post-test scores of the experimental and control groups (t(33)= 6.283, p=0.000). At the same time, it is determined that the teachers have positive view towards the applied INSEP.