ÖĞRETMENLERİN KAYNAŞTIRMA ÖĞRENCİLERİNE İLİŞKİN GÖRÜŞLERİNİN METAFORLAR ARACILIĞIYLA İNCELENMESİ

Author :  

DOI : 10.29228/cahij.53836
Year-Number: 2021-17
Yayımlanma Tarihi: 2021-12-02 14:46:47.0
Language : İngilizce
Konu : Eğitim Yönetimi ve Denetimi
Number of pages: 221-237
Mendeley EndNote Alıntı Yap

Abstract

Bu araştırma kaynaştırma öğrencilerine yönelik öğretmen algılarının metaforlar aracılığıyla belirlenmesi amacıyla yapılmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan metafor analizi kullanılmıştır. Araştırmanın çalışma grubu, 2019-2020 öğretim yılında Türkiye’nin Ankara ilindeki kamu okullarında görev yapan 100 öğretmenden oluşmuştur. Çalışma grubunun belirlenmesinde kartopu örnekleme, ölçüt örnekleme ve maksimum çeşitlilik örnekleme yöntemleri kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen bir form kullanılmıştır. Bu formda katılımcılardan “Kaynaştırma öğrencisi … ’ya benzer/gibidir. Çünkü … ” ifadesini tamamlamaları istenmiştir. Çalışmada veriler içerik analizine tabi tutulmuştur. “Kaynaştırma öğrencisi” kavramına ilişkin üretilen metaforlar ve katılımcıların bu metaforları kullanma nedenlerine yönelik ifadeleri dikkate alınarak kategoriler oluşturulmuştur. Bu kapsamda beş kategori ortaya çıkmıştır. Araştırma sonucunda, öğretmenlerin kaynaştırma öğrencilerinin hassas olduklarını ve bundan dolayı özel ilgi ve sevgiye ihtiyaç duyduklarını düşündükleri ortaya çıkmıştır. Öğretmen görüşlerine göre kaynaştırma öğrencilerine bireysel ihtiyaçlarına uygun eğitim desteğinin verilmesi gerektiği ve onların sahip oldukları bireysel özellik ve farklılıkların yargılanmadan olduğu gibi kabul edilmesinin önemli olduğu sonucuna ulaşılmıştır. Bununla birlikte kaynaştırma öğrencilerinin keşfedilmemiş özelliklerinin olabileceği ve bu özelliklerin uygun şartlar sağlandığında ortaya çıkarılabileceği öğretmen görüşleriyle ortaya konmuştur. Kaynaştırma öğrencilerinin akademik ve sosyal açıdan akranlarından geride olmalarından kaynaklı pek çok güçlükle karşılaştıkları ve bu kapsamda bulundukları öğrenme ortamlarında var olma mücadelesi verdiklerine yönelik öğretmen görüşleri de araştırmada ulaşılan sonuçlar arasında yer almıştır.

Keywords

Abstract

This study was conducted to determine teachers' perceptions of inclusion students through metaphors. Metaphor analysis, one of the qualitative research methods, was used in the study. The study group of the research composed of 100 teachers working in public schools in Ankara, Turkey. Snowball sampling, maximum diversity sampling and criterion sampling methods were used while determining the study group. A form developed by the researchers was applied as a data collection tool. In this form, participants were asked to complete the “Inclusion student is like…. Because…” statement. The data in the study were subjected to content analysis. Categories were created both according to the metaphors used for “inclusion student” and the participants causal expressions using these metaphors. In this context, five categories emerged. The results of the research revealed that teachers thought that inclusion students were sensitive, and therefore they needed special attention and love. According to the teachers' views, it was concluded that inclusion students should be given educational support appropriate to their individual needs and that their individual characteristics and differences should be accepted without judgment. Besides this, it was revealed by teachers' opinions that inclusion students might have undiscovered characteristics and that these characteristics could be revealed when appropriate conditions were met. Teachers' opinions about the fact that inclusion students faced many difficulties due to being behind their peers in academic and social terms and that they struggled to exist in the learning environment they were in, were among the results of the study.

Keywords

Kaynakça

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