A Phenomenological Investigation with Prospective Teachers of Special Education: If It Was Me!
The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special educ.
- Pub. date: November 15, 2019
- Pages: 607-622
- 621 Downloads
- 1343 Views
- 5 Citations
The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.
Keywords: Special education, prospective teachers, problems, solutions, phenomenology.
References
Ataman, A. (Ed.) (2005). Ozel gereksinimli cocuklar ve ozel egitim, ozel gereksinimli cocuklar ve ozel egitime giris. [Children with special needs and special education, children with special needs and introduction to special education]. Ankara, Turkey: Gunduz Education and Publication.
Bolat, Y., & Tekin, M. (2017). Trends in researches training of gifted: a methodological analysis. International Journal of Eurasia Social Sciences, 8(27), 609-629.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA, US: Sage Publications, Inc.
Dogan, M. (2015). Children with disabilities, parents and parent education: Conceptual and practical issues. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15(Special issue), 111-127.
Gunduz, M., & Akin, A. (2015). Special education problems in public schools in Turkey and offering solution to these problems. Journal of Research in Education and Teaching, 4(2), 86-95.
Jain, P. (2006). Special education. New Delhi, India: Pragun.
Karasu, T., & Mutlu, Y. (2014). Ogretmenlerin perspektifindenozel egitimde yasanan sorunlar vecozum onerileri: mus il ornegi [The problems existing at special education and bring forward solution proposals from the view of teachers: The sample of Mus]. Anemon Journal of Social Sciences of Mus Alparslan University, 2(1), 47-66.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalist inquiry. Beverly Hills, CA: Sage.
Metzger, B., Simpson., C. G., & Bakken., J. P. (2010). Early identification/intervention: Can misidentification/ misintervention impact students, teachers, and families? In F. E. Obiakor, J. P. Bakken, & A. F. Rotatory (Eds.), Current issues and trends in special education: Identification, assessment and instruction. UK: Emerald Publishing.
Orhan, S., & Genc, G. K. (2015). Implementations of special education services for disabled in turkey and a comparison. Journal of Social Policty Studies, 15(35/2), 115-146.
Ozsoy, Y., Ozyurek, M., & Eripek, S. (2000). Ozel egitime muhtac cocuklar, ozel egitime giris [Children in need of special education, introduction to special education.] Ankara, Turkey: Karatepe.
San Jose, A. E., & Galang, J. G. (2015) Strategies in teaching literature: Students in focus. International Journal of Education and Research, 3(4), 41-50.
San Jose, A. E., Bahket, R., & Al Alsalhi, H. H. (2017). Teach us the way we want: Teaching approach for special needs students. European Journal of Special Education Research, 2(6), 181-195.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
Subakan, Y., & Koc, M. (2019). Mobile technologies used for the development and education of individuals with special educational needs. Science, Education, Art and Technology Journal (SEAT Journal), 3(2), 51-61.
Sucuoglu, B. (2009). Zihin engelliler ve egitimleri [Mentally disabled and their education] Ankara, Turkey: Kok.
Usta, M. (2009). Person who needs education for handicapped people, family and religion. Turkish Journal of Religious Education Studies, 2009(20), 75-110.
Yildirim, A., & Simsek, H. (2016). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seckin.