Öğrenme güçlüğü yaşayan öğrencilere ilişkin sınıf öğretmenlerinin görüş ve yeterlilikleri
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Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Alanya Alaaddin Keykubat Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı sınıf öğretmenlerinin öğrenme güçlüğü yaşayan
öğrencilere ilişkin görüş ve yeterliliklerini belirlemektir. Araştırmada karma araştırma
yöntemi kullanılmıştır. Araştırmanın nicel boyutu tarama modeli nitel boyutu ise
fenomenoloji (olgu bilim) çalışması modeli ile yürütülmüştür. Araştırmanın
örneklemini, rastgele örnekleme yoluyla seçilen 2022-2023 eğitim-öğretim yılında
Antalya ili Alanya ilçesinde görev yapan 350 sınıf öğretmeni ve görüşme yapılan 20
sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak sınıf
öğretmenlerine yönelik “Kişisel Bilgi Formu”, 24 madde ve 5 alt boyuttan oluşan
“Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretmen Yeterliliği Ölçeği” ve
araştırmacı tarafından hazırlanan 7 açık uçlu sorudan oluşan “Öğrenme Güçlüğüne
İlişkin Öğretmen Görüşme Formu” kullanılmıştır. Araştırmada elde edilen nicel veriler
SPSS paket programından yararlanılarak değerlendirilmiş, nitel veriler ise betimsel
analize tabi tutularak değerlendirilmiştir.
Araştırma bulgularından elde edilen nicel sonuçlara göre sınıf öğretmenlerinin
öğrenme güçlüğü yaşayan öğrencilere ilişkin görüş ve yeterliliklerinin yüksek düzeyde
olduğu tespit edilmiştir. Öğretmen görüşleri arasında cinsiyet açısından derse odaklama
alt boyutunda anlamlı fark tespit edilmiştir. Eğitim durumu ve mesleki kıdem
değişkenleri açısından anlamlı fark tespit edilmemiştir.
Araştırma bulgularından elde edilen nitel sonuçlara göre öğretmenlerin öğrenme
güçlüğünü daha çok öğrenmede gecikme olarak tanımladıkları belirlenmiştir.
Öğretmenlerin çoğunluğu disleksi hakkında bilgi sahibi olduğunu belirtirken dispraksi
hakkında yeterli bilgiye sahip olmadığını ifade etmişlerdir. Öğretmenler öğrenme
güçlüğünün nedeninin biyolojik olduğu yönünde daha fazla görüş belirtmişlerdir ve
v
öğrenme güçlüğü konusunda kendilerini yetersiz gördüklerini ifade etmişlerdir. Ayrıca
öğretmenler öğrenme güçlüğü yaşayan öğrencileri için ağırlıklı olarak görsel destek ve
resim çalışmalarından yararlandıklarını ifade etmişlerdir. Öğretmenler öğrenme güçlüğü
yaşayan öğrenciler açısından sınıf yönetimi konusunda daha fazla sorun yaşadıklarını ve
öğrenme güçlüğü yaşayan öğrencilerin destek eğitiminden yararlanması konusunda
görüş belirtmişlerdir. Araştırmanın sınırlılık ve sonuçları bağlamında önerilerde
bulunulmuştur.
The aim of this study is to determine the opinions and competencies of classroom teachers regarding students with learning difficulties. Mixed research method was used in the study. The quantitative dimension of the research was conducted with the survey model and the qualitative dimension was conducted with the phenomenology model. The sample of the study consists of 350 classroom teachers working in Alanya district of Antalya province in the 2022-2023 academic year, selected through random sampling, and 20 classroom teachers who were interviewed through semi-structured interviews. “Personal Information Form” for classroom teachers, “Teacher Efficacy Scale for Students with Learning Disabilities” consisting of 24 items and 5 subdimensions, and a semi-structured interview form consisting of 7 open-ended questions prepared by the researcher were used as data collection tools. The quantitative data obtained as a result of the research were evaluated using the SPSS package program, and the qualitative data were evaluated by descriptive analysis. According to the quantitative results obtained from the research findings, it was determined that the opinions and competencies of classroom teachers regarding students with learning difficulties were at a high level. There was a significant difference between teachers' opinions in terms of gender in the sub-dimension of focusing the lesson. No significant difference was found in terms of in-service training status and years of service variables. According to the qualitative results obtained from the research findings, it was determined that teachers mostly defined learning disability as a delay in learning. While the majority of teachers had knowledge about dyslexia, they stated that they did not vii have enough information about dyspraxia. Teachers were more likely to think that the cause of learning disabilities was biological and they considered themselves inadequate in learning disabilities. In addition, teachers stated that they mainly utilized visual support activities and drawing activities for their students with learning disabilities. Teachers stated that they had more questions about classroom management in terms of students with learning difficulties and that students with learning difficulties should benefit from support education. Suggestions were made in the context of the limitations and results of the study.
The aim of this study is to determine the opinions and competencies of classroom teachers regarding students with learning difficulties. Mixed research method was used in the study. The quantitative dimension of the research was conducted with the survey model and the qualitative dimension was conducted with the phenomenology model. The sample of the study consists of 350 classroom teachers working in Alanya district of Antalya province in the 2022-2023 academic year, selected through random sampling, and 20 classroom teachers who were interviewed through semi-structured interviews. “Personal Information Form” for classroom teachers, “Teacher Efficacy Scale for Students with Learning Disabilities” consisting of 24 items and 5 subdimensions, and a semi-structured interview form consisting of 7 open-ended questions prepared by the researcher were used as data collection tools. The quantitative data obtained as a result of the research were evaluated using the SPSS package program, and the qualitative data were evaluated by descriptive analysis. According to the quantitative results obtained from the research findings, it was determined that the opinions and competencies of classroom teachers regarding students with learning difficulties were at a high level. There was a significant difference between teachers' opinions in terms of gender in the sub-dimension of focusing the lesson. No significant difference was found in terms of in-service training status and years of service variables. According to the qualitative results obtained from the research findings, it was determined that teachers mostly defined learning disability as a delay in learning. While the majority of teachers had knowledge about dyslexia, they stated that they did not vii have enough information about dyspraxia. Teachers were more likely to think that the cause of learning disabilities was biological and they considered themselves inadequate in learning disabilities. In addition, teachers stated that they mainly utilized visual support activities and drawing activities for their students with learning disabilities. Teachers stated that they had more questions about classroom management in terms of students with learning difficulties and that students with learning difficulties should benefit from support education. Suggestions were made in the context of the limitations and results of the study.
Açıklama
Anahtar Kelimeler
Öğrenme güçlüğü, sınıf öğretmeni, öğretmen yeterlilikleri, öğrenme güçlüğü yaşayan öğrencilere yönelik öğretmen yeterliliği., Learning disability, classroom teacher, teacher competencies, opinions and suggestions, teacher competence for students with learning disabilities.
