Subject-Specific Mentoring For Increasing Preservice Teachers’ Inclusive Practices: A Lens Of Affordances

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 306 - 331, 29.10.2023

Tuğba Kamalı Arslantaş , Onur Emre Kocaöz

Öz

This research focuses on a case study based on a series of observations, interviews, diaries of mentors and material analysis that were developed by preservice teachers guided by a subject-specific mentoring approach. In this study, subject-specific mentoring brought together special education (SE) faculty members and preservice Instructional Technology (IT) teachers. In order to guide the preservice IT teachers’ integration of technology into pedagogical practices related to inclusive education, eight Special Education faculty members (three female, five male) were assigned mentor roles. In total, 42 preservice IT teachers (24 female, 18 male) were assigned mentee roles; additionally, they undertook the function of being instructional designers. The study aimed to explore the understanding of participants’ affordances of this particular mentoring study. Affordances of the study’s mentoring program clustered around four emerging themes; namely “mediating elements,” “social support,” “structured process,” and “subject-specific focus.” The study points toward subject-specific mentoring as a way of enhancing knowledge construction of preservice teachers to conduct instructional decision-making in SE.

Anahtar Kelimeler

Inclusive Education, Preservice Teachers, Subject-Specific Mentoring, Universal Design for Learning.

Öğretmen Adaylarının Kapsayıcı Uygulamalarını Artırmak için Konuya Özel Mentörlük: Olanaklar Açısından Bakış

Öz

Bu araştırma, öğretmen adayları tarafından konuya özel mentörlük yaklaşımıyla geliştirilen bir dizi gözlem, görüşme, mentör günlükleri ve materyal analizine dayanan bir vaka çalışmasına odaklanmaktadır. Bu çalışmada, konuya özgü mentörlük, özel eğitim öğretim üyeleri ile bilişim teknolojileri öğretmen adaylarını bir araya getirmiştir. Bilişim teknolojileri öğretmen adaylarının teknolojiyi kapsayıcı eğitimle ilgili pedagojik uygulamalara entegre etmelerine rehberlik etmek amacıyla sekiz Özel Eğitim öğretim üyesine (üç kadın, beş erkek) mentörlük rolü verilmiştir. Toplamda 42 bilişim teknolojileri öğretmen adayına (24 kadın, 18 erkek) menti rolü verilmiş; ayrıca öğretim tasarımcısı olma işlevini de üstlenmişlerdir. Çalışma, katılımcıların bu özel mentörlük çalışmasına ilişkin anlayışlarını keşfetmeyi amaçlamıştır. Çalışmanın bulguları mentörlük programının olanakları, "aracı unsurlar", "sosyal destek", "yapılandırılmış süreç" ve "konuya özel odaklanma" olmak üzere ortaya çıkan dört tema etrafında kümelenmiştir. Çalışma, öğretmen adaylarının özel eğitimde öğretimsel karar alma süreçlerinde bilgi yapılandırmalarını geliştirmenin bir yolu olarak konuya özel mentörlük uygulamalarının olanaklarına işaret etmektedir.

Anahtar Kelimeler

Kapsayıcı Eğitim, Öğretmen Adayları, Konuya Özel Mentörlük, Öğrenmede Evrensel Tasarım.

Kaynakça

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