Ethnography, village primary school, village culture, student
This study aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey. The aim was to enhance their knowledge and skills and present solutions to problems occurring in courses given during the term a...
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| Formato: | article |
| Lenguaje: | EN TR |
| Publicado: |
Anı Publishing
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/f1b90ae638304be2b5cb8b041adf2374 |
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| Sumario: | This study aimed to improve special education and inclusion
courses given to pre-service teachers in a primary mathematics education
program at a university in Turkey. The aim was to enhance their
knowledge and skills and present solutions to problems occurring in
courses given during the term and changes in the sense of efficacy of preservice teachers. For this purpose, the research used qualitative and
quantitative data collection methods based on the action research method.
Shorter course duration and intense content were among the most
important problems faced by the instructor. The course curriculum was
adapted in line with the needs of primary school mathematics teachers. It
was aimed to increase the effectiveness of teaching by providing a variety
of materials. Pre-service teachers had the opportunity to gain experience
working with special needs students by teaching them origami shapes in
the special education and inclusion course. The data obtained from the
scales at the end of the process revealed that teachers’ sense of efficacy
showed improvement regarding inclusion. Pre-service teachers were
pleased to have such a course and offered suggestions to the course
instructor. Based on the findings, the elements for improving this education
are discussed, and suggestions are presented.
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