Publication: Mesleğe yeni başlayan fen öğretmenlerinin kapsayıcı eğitime yönelik farkındalıkları ile farklılaştırılmış öğretim öz yeterlilikleri arasındaki ilişkinin incelenmesi
Abstract
Bu çalışmanın amacı; mesleğe yeni başlayan fen öğretmenlerinin kapsayıcı eğitime yönelik farkındalık düzeylerini ve farklılaştırılmış öğretime yönelik öz yeterlikleri arasında ilişkinin var olup olmadığı görüşünü ortaya koymak amaçlanmaktadır. Bu çalışma ilişkisel tarama modeliyle desenlenmiş nicel bir araştırmadır. Araştırmanın örneklemi; 1 ile 3 yıldır mesleğini icra eden fen alanları öğretmenlerinden (fen bilimleri öğretmenliğ, biyoloji öğretmenliği, fizik öğretmenliği ve kimya öğretmenliği) kolay ulaşılabilir durum örnekleme yöntemi ve kar topu örnekleme yöntemi kullanılarak seçilen 155 öğretmenden oluşmaktadır. Covid-19 nedeniyle ve Türkiye’nin farklı bölgelerinde mesleğe yeni başlayan öğretmenlere kolay ulaşabilmek için veriler çevrim içi olarak elde edilmiştir. Araştırmada verilerin toplanabilmesi amacıyla “Kapsayıcı Eğitime Yönelik Farkındalık Ölçeği” ve “Farklılaştırılmış Öğretim Öz-Yeterlilik Ölçeği” kullanılmıştır. Çalışmada elde edilen verilere ilk olarak normallik testi yapılmıştır. Bağımsız gruplar için iki gruba ait ölçüm sonuçlarının normal dağılım gösterdiği durumlarda, karşılaştırmalar bağımsız gruplar t testi ile yapılmıştır. Ancak, dağılımın normal olmadığı tespit edilmişse, Mann-Whitney U testi kullanılmıştır. Çoklu gruplar karşılaştırılırken ise normal dağılım olduğunda Tek Yönlü Varyans Analizi ile (One-way ANOVA), normal dağılım olmadığında ise Kruskal-Wallis H Testi kullanılmıştır. Ayrıca değişkenler arasında ilişkinin incelenmesi amacıyla da korelasyon analizleri yapılmıştır. Analizler sonucunda mesleğe yeni başlayan fen öğretmenlerinin kapsayıcı eğitime yönelik farkındalık düzeylerini ve farklılaştırılmış öğretime yönelik öz yeterlikleri arasında ilişkinin olduğu tespit edilmiştir.
The aim of this study is; It is aimed to reveal whether there is a relationship between the awareness levels of science teachers who are new to the profession for inclusive education and their self-efficacy for differentiated teaching. This study is a quantitative research and was patterned with a relational screening model. Sample of the research; It consists of 155 teachers selected from science teachers (science teacher, biology teacher, chemistry teacher and physics teacher) who have been practicing their profession for 1 to 3 years using the easily accessible situation sampling method and the snowball sampling method. Due to Covid-19 and in different regions of Turkey, the data was obtained online in order to reach new teachers in the profession easily. In order to collect data in the study, Awareness Scale for Inclusive Education and Differentiated Teaching Self-Efficacy Scale were used. The data obtained in the study were first tested for normality. For independent groups, where the measurement results of the two groups showed a normal distribution, comparisons were made by the independent groups t test. However, if it was found that there was no normal distribution, the Mann-Whitney U test was used. When comparing multiple groups, Oneway Analysis of Variance (One-way ANOVA) was used when there was a normal distribution and Kruskal-Wallis H Test was used when there was no normal distribution. In addition, correlation analyzes were performed to examine the relationship between the variables. As a result of the analyzes, it was found that there was a relationship between the awareness levels of science teachers who started to work in the profession for inclusive education and their self-efficacy for differentiated teaching
The aim of this study is; It is aimed to reveal whether there is a relationship between the awareness levels of science teachers who are new to the profession for inclusive education and their self-efficacy for differentiated teaching. This study is a quantitative research and was patterned with a relational screening model. Sample of the research; It consists of 155 teachers selected from science teachers (science teacher, biology teacher, chemistry teacher and physics teacher) who have been practicing their profession for 1 to 3 years using the easily accessible situation sampling method and the snowball sampling method. Due to Covid-19 and in different regions of Turkey, the data was obtained online in order to reach new teachers in the profession easily. In order to collect data in the study, Awareness Scale for Inclusive Education and Differentiated Teaching Self-Efficacy Scale were used. The data obtained in the study were first tested for normality. For independent groups, where the measurement results of the two groups showed a normal distribution, comparisons were made by the independent groups t test. However, if it was found that there was no normal distribution, the Mann-Whitney U test was used. When comparing multiple groups, Oneway Analysis of Variance (One-way ANOVA) was used when there was a normal distribution and Kruskal-Wallis H Test was used when there was no normal distribution. In addition, correlation analyzes were performed to examine the relationship between the variables. As a result of the analyzes, it was found that there was a relationship between the awareness levels of science teachers who started to work in the profession for inclusive education and their self-efficacy for differentiated teaching