Özel Yetenekli Öğrencileri Genel Eğitim Sınıflarında Destekleyecek Sınıf Öğretmeninin Sahip Olması Gereken Yeterlikler: Nitel Bir Araştırma

Year 2021, , 460 - 479, 25.05.2021

İbrahim Akar

https://doi.org/10.24106/kefdergi.813339

Cited By: 3

Abstract

Bu araştırmanın amacı, özel yetenekli öğrencileri genel eğitim sınıflarında destekleyecek sınıf öğretmenlerinin sahip olmaları gereken yeterliklerini araştırmak ve ortaya çıkarmaktır. Bu temel amaca ulaşmak için araştırmacı, nitel araştırma desenine ilişkin sırasıyla bir durum çalışması ve bir eylem araştırması gerçekleştirmiştir. Araştırmanın katılımcıları beş sınıf öğretmeni, özel yetenekli öğrenciler, ebeveynleri, okul yöneticileri ve diğer sınıf ve ilkokul öğretmenleridir. Durum çalışması ve eylem araştırması aşamalarında veri toplamak için yapılandırılmamış görüşmeler, gözlemler, odak grup görüşmeleri, dokümanlar ve ürünlerden faydalanılmıştır. Araştırma sürecinde yaklaşık 44 saat görüşme, 70 ders saati gözlem ile 311 adet doküman ve/veya ürün toplanmıştır. Toplanan veriler içerik analizi ile betimleyici analize tabi tutulmuştur. İçerik analizi için hesaplanan kodlayıcılar arası güvenirlik katsayısı 0,78 olarak bulunmuştur. Yapılan analiz sonucunda dört farklı aşamada sekiz farklı yeterlik alanı altında otuz dört yeterlik ortaya çıkarılmıştır. Bulgular ilgili alan yazın ışığında tartışılmış; uygulamaya ve sonraki araştırmalara yönelik bazı önerilerde bulunulmuştur.

Keywords

Özel yetenek, Genel Eğitim Sınıfı, Kaynaştırma, Yeterlik, Sınıf Öğretmeni

Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Qualitative Research

Abstract

The purpose of this research was to research and reveal the competencies for classroom teachers to support gifted students in the regular classrooms. In order to achieve this main purpose, researcher conducted a case study and an action research of the qualitative research design, respectively. Participants of the study were five classroom teachers, their gifted students, parents of the gifted, school administrators and other classroom and elementary school teachers. Unstructured interviews, observations, focus group interviews, documents and products used to collect data during the case study and action research phases. Approximately 44 hours of interviews, 70 course hours of observations and 311 documents and/or products collected during case study and action research processes. Content analysis and descriptive analysis were run to analyze the data. Calculated inter-coder reliability coefficient for content analysis was found to be .78. Overall analysis revealed thirty-four competencies under eight different competency areas on four different stages. Findings were discussed with regard to related literature and recommendations for practitioners and for further research were presented.

Keywords

Gifted Student, Regular Classroom, Inclusion, Competency, Classroom Teacher

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