THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS

Children with special needs should be encouraged to be involved in pre-school education process through inclusive education. The aim of this research is to develop a pilot in-service training program for inclusive practices by taking the opinions and suggestions of pre-school teachers and examine th...

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Autores principales:	Cenk AKAY, Didem ÖZSIRKINTI
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	pre school education, inclusive education, in service training, teacher efficacy in inclusive educat Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/61177c9770474f85a30419975dee9214
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spelling	oai:doaj.org-article:61177c9770474f85a30419975dee92142021-11-24T09:20:36ZTHE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS2148-416310.9761/JASSS8018https://doaj.org/article/61177c9770474f85a30419975dee92142019-09-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1001453762_2.%20Do%C3%A7.%20Dr.%20Cenk%20Akay.pdf&key=29087https://doaj.org/toc/2148-4163Children with special needs should be encouraged to be involved in pre-school education process through inclusive education. The aim of this research is to develop a pilot in-service training program for inclusive practices by taking the opinions and suggestions of pre-school teachers and examine the effect of the program on teachers' efficacy and attitudes towards inclusive education. 15 pre-school teachers participated in the study on a voluntary basis. A mixed method with exploratory sequential design was used in the research. The research data were collected with the needs analysis form, the information form, the teacher efficacy for inclusion scale, the attitude scale for inclusion, the open-ended questions form and the focus group interview form. The quantitative data were analyzed by arithmetic mean and paired t-test. The answers to the open-ended questions were presented with content analysis and the responses obtained from the focus group interview were given as they were in order to exactly reflect the views of the teachers in the qualitative data. In conclusion, in-service training, has provided an increase in the arithmetic mean of efficacy and attitude of teachers. Moreover, the teachers participating in the training expressed their positive opinions.Cenk AKAYDidem ÖZSIRKINTIFırat Universityarticlepreschool education, inclusive education, inservice training, teacher efficacy in inclusive educatSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 12, Iss 78, Pp 17-33 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	pre school education, inclusive education, in service training, teacher efficacy in inclusive educat Social Sciences H Social sciences (General) H1-99
spellingShingle	pre school education, inclusive education, in service training, teacher efficacy in inclusive educat Social Sciences H Social sciences (General) H1-99 Cenk AKAY Didem ÖZSIRKINTI THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS
description	Children with special needs should be encouraged to be involved in pre-school education process through inclusive education. The aim of this research is to develop a pilot in-service training program for inclusive practices by taking the opinions and suggestions of pre-school teachers and examine the effect of the program on teachers' efficacy and attitudes towards inclusive education. 15 pre-school teachers participated in the study on a voluntary basis. A mixed method with exploratory sequential design was used in the research. The research data were collected with the needs analysis form, the information form, the teacher efficacy for inclusion scale, the attitude scale for inclusion, the open-ended questions form and the focus group interview form. The quantitative data were analyzed by arithmetic mean and paired t-test. The answers to the open-ended questions were presented with content analysis and the responses obtained from the focus group interview were given as they were in order to exactly reflect the views of the teachers in the qualitative data. In conclusion, in-service training, has provided an increase in the arithmetic mean of efficacy and attitude of teachers. Moreover, the teachers participating in the training expressed their positive opinions.
format	article
author	Cenk AKAY Didem ÖZSIRKINTI
author_facet	Cenk AKAY Didem ÖZSIRKINTI
author_sort	Cenk AKAY
title	THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS
title_short	THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS
title_full	THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS
title_fullStr	THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS
title_full_unstemmed	THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS
title_sort	effectiveness of pilot in-service training program developed on inclusive practices for preschool teachers
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/61177c9770474f85a30419975dee9214
work_keys_str_mv	AT cenkakay theeffectivenessofpilotinservicetrainingprogramdevelopedoninclusivepracticesforpreschoolteachers AT didemozsirkinti theeffectivenessofpilotinservicetrainingprogramdevelopedoninclusivepracticesforpreschoolteachers AT cenkakay effectivenessofpilotinservicetrainingprogramdevelopedoninclusivepracticesforpreschoolteachers AT didemozsirkinti effectivenessofpilotinservicetrainingprogramdevelopedoninclusivepracticesforpreschoolteachers
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THE EFFECTIVENESS OF PILOT IN-SERVICE TRAINING PROGRAM DEVELOPED ON INCLUSIVE PRACTICES FOR PRESCHOOL TEACHERS

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