Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/8827
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dc.contributor.authorTalas, S.-
dc.contributor.authorAydemir, Tamer-
dc.date.accessioned2019-08-16T12:56:55Z
dc.date.available2019-08-16T12:56:55Z
dc.date.issued2017-
dc.identifier.issn2146-7242-
dc.identifier.urihttps://hdl.handle.net/11499/8827-
dc.description.abstractSince the acceptance of teaching as a profession, teacher education has been a debatable issue. Especially recently, it has been expected from preservice teachers to have high level of competency of special education in addition to their own discipline. Within this context, it is considered that the preservice teachers studying at different departments should have a common and basic competencies regarding their attitudes towards the students with special educational needs. The aim of this study was to investigate the views of preservice teachers studying at undergraduate programs or receiving pedagogical formation regarding the students with special educational needs and the inclusion. In this study, descriptive screening model was used. The participants were composed of a total of 383 preservice teachers studying at two faculty of education or receiving pedagogical formation education at two state university in Turkey during the 2016-2017 academic year. “My Thoughts on Inclusion Scale”, which was developed by Stoiber, Gettinger, and Goetz (1998) and adapted into Turkish by Dalgar (2011), was used as the data collection tool. The data obtained from the scale were analyzed using SPSS 18.0 software. As a result of the analyses, it was found that participants studying at undergraduate programs had positive opinions regarding the inclusive education while the participants receiving pedagogical formation education had negative opinions. Moreover, participants scores didn’t differ significantly in terms of gender, grade level, and having a handicapped person in the family (p>.05); however, it differed significantly in terms of the program and having received a special education course (p<.05). Finally, it was determined that participants’ scores differed significantly in terms of the department. © The Turkish Online Journal of Educational Technology.en_US
dc.language.isoenen_US
dc.publisherSakarya Universityen_US
dc.relation.ispartofTurkish Online Journal of Educational Technologyen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInclusionen_US
dc.subjectPedagogical formation studentssen_US
dc.subjectPreservice teachersen_US
dc.titleThe views of preservice teachers studying at undergraduate programs and receiving pedagogical formation program towards the inclusionen_US
dc.typeArticleen_US
dc.identifier.volume2017en_US
dc.identifier.issueDecember Special Issue INTEen_US
dc.identifier.startpage660
dc.identifier.startpage660en_US
dc.identifier.endpage666en_US
dc.authorid0000-0002-3580-3984-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.scopus2-s2.0-85057636588en_US
dc.identifier.scopusqualityQ4-
dc.ownerPamukkale University-
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextnone-
item.cerifentitytypePublications-
item.fulltextNo Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.dept09.11. Special Education-
Appears in Collections:Eğitim Fakültesi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
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