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The Emergency Distance Education: An Example Of Observation In Special Education Institutions Course

Yıl 2023, Cilt: 7 Sayı: 2, 1590 - 1620, 21.10.2023

Onur Emre Kocaöz Gülistan Yalçın Neslihan Ünlüol Ünal

https://doi.org/10.30561/sinopusd.1358443

Öz

The purpose of this study is to determine the opinions of special education teacher candidates about the observation course in special education institutions held in the emergency distance education. The 2nd grade 'Observation in Special Education Institutions’ university course which was offered with distance education during the pandemic. This course was offered in a session in a total of 12 weeks which were lasting 77 minutes on average. A total of 40 teacher candidates who attended this course were assigned as a participant for this study. A phenomenology design, one of the qualitative research designs, was applied. In the study, the data were analyzed with the descriptive analysis technique. The data were organized in tables by calculating the frequencies of the codes under each theme (expectations, opinions, suggestions regarding the course). As a result of the analysis, most of the participants found the online course positive regarding having opportunity listening to the experiences of special education teachers and watching real videos of students from different disability groups. However, they recommended that the number of the use of interactive videos, watching detailed videos about each disability group, and the duration of the lesson can be extended.

Anahtar Kelimeler

Special education teacher candidates Distance education Teacher preparation Online grad-uate courses Pandemic period

Kaynakça

  • Akkuş, İ., & Acar, S. (2017). A research on determining the effect of technical problems in simultaneous learning environments on teachers and learners. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 363-376.
  • Akmeşe, P. P., & Kayhan, N. (2021). Koronavirüs (Covid-19) Salgınında özel eğitimde öğretmenlik uygulaması dersi ve öğretmen deneyimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 73-104. https://doi.org/10.29299/kefad.813169
  • Al Abiky, W. B. (2021). Lessons learned for teacher education: Challenges of teaching online classes during covid-19, what can teacher candidates tell us?. Revista Argentina de Clínica Psicológica, 30(2), 110. https://doi.org/10.24205/03276716.2020.4011
  • Brinia, V., & Psoni, P. (2021). Online teaching practicum during COVID-19: the case of a teacher education program in Greece. Journal of Applied Research in Higher Education. 14(2), 610-624. https://doi.org/10.1108/JARHE-07-2020-0223
  • Çamlıbel-Acar, Z., & Eveyik-Aydın, E. (2022). Perspectives of EFL teacher trainers and teacher candidates on continued mandatory distance education during the pandemic. Teaching and Teacher Education, 112, 103635. https://doi.org/10.1016/j.tate.2022.103635
  • Cesur, K. (2021). Review of the studies on teaching practicum courses in Turkey: Suggestions for teacher education. Eurasian Journal of Language Teaching and Linguistic Studies, 30, 36.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. https://doi.org/10.1080/0161956X.2014.939009
  • Doğan, S., & Tatık, R. Ş. (2015). Evaluation of distance education program in Marmara University according to the views of students. Route Educational and Social Science Journal, 2(1), 247-261.
  • Durak, G., & Çankaya, S. (2020). Undergraduate students' views about emergency distance education during the COVID-19 pandemic. Online Submission, 5(1), 122-147.
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. https://doi.org/10.46451/ijts.2020.09.09
  • Eti I., & Karaduman, B. (2020). Investigation Of Covid-19 pandemic process ın terms of professional competences of teacher candidates. Milli Egitim, 635-656.
  • Garrison, D.R., & Vaughan, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
  • Günlü, Y., & Çakmak, S. (2021). Özel gereksinimli çocukları olan babalarının Covid-19 sürecinde online eğitimlere ilişkin görüşleri. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 148-162
  • Gustine, G. G. (2021). " How do you work out this zoom classroom?": Pre-service english teachers’ challenges and expectations during transition to online teaching practicum. Research and Innovation in Language Learning, 4(1), 68-78. http://dx.doi.org/10.33603/rill.v4i1.4301
  • Hong, C. E., & Riper, I. V. (2016). Enhancing teacher learning from guided video analysis of literacy instruction: An interdisciplinary and collaborative approach. Journal of Inquiry & Action in Education, 7(2), 94–110.
  • Izgi Onbasili, U., & Sezginsoy, B. (2021). Distance education in the Covid-19 pandemic period: Opinions of primary pTeacher candidates about teaching practice course. Journal of Educational Technology and Online Learning, 4(4), 726-744. http://doi.org/10.31681/jetol.1016098
  • Jin, M. (2022). Preservice teachers’ online teaching experiences during COVID-19. Early Childhood Education Journal, 1-11. https://doi.org/10.1007/s10643-022-01316-3
  • Kırmacı, Ö., & Acar, S. (2018). Kampüs öğrencilerinin eşzamanlı uzaktan eğitimde karşılaştıkları sorunlar. Eğitimde Kuram ve Uygulama, 14 (3), 276-291.
  • Kozikoğlu, İ., & Soyalp, H. (2018). Aday öğretmenlerin, danışman öğretmenlerin ve okul yöneticilerinin aday öğretmen yetiştirme programına yönelik görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 934-952.
  • Macy, M., Squires, J. K., & Barton, E. E. (2009). Providing optimal opportunities: Structuring practicum experiences in early intervention and early childhood special education preservice programs. Topics in Early Childhood Special Education, 28(4), 209-218. https://doi.org/10.1177/0271121408327227
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers.
  • Nagro, S. A., & Cornelius, K. E. (2013). Evaluating the evidence base of video analysis: A special education teacher development tool. Teacher Education and Special Education, 35, 312–329. https:// doi.org/10.1177/0888406413501090
  • Nel, C., & Marais, E. (2021). Addressing the wicked problem of feedback during the teaching practicum. Perspectives in Education, 39(1), 410-426. http://dx.doi. org/10.18820/2519593X/pie.v39. i1.25 e-ISSN
  • Öztaş, S., & Kılıç, B. (2017). Atatürk ilkeleri ve inkilâp tarihi dersi'nin uzaktan eğitim şeklinde verilmesinin üniversite öğrencilerinin görüşleri açisindan değerlendirilmesi (Kırklareli üniversitesi örneği). Turkish History Education Journal. 6(2), 268-293.
  • Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333.
  • Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39. https://doi.org/10.5944/openpraxis.8.1.212
  • Piştav-Akmeşe, P., & Kayhan, N. (2020). Özel eğitim öğretmenliği öğrencilerinin koronavirüs (covid-19) salgın sürecinde uygulama derslerine ilişkin deneyimleri, Turkish Studies, 15(8), 3669-3688.
  • Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155-162. https://doi.org/10.21070/jees.v5i2.646
  • Sandall, S., Hemmeter, M. L., Smith, B. J. & McLean, M. E., (2005). DEC recommended practices: A comprehensive guide for practical application. Longmont, CO: Sopris West.
  • Santagata, R., Guarino, J. Using video to teach future teachers to learn from teaching. ZDM Mathematics Education 43, 133–145 (2011). https://doi.org/10.1007/s11858-010-0292-3
  • Sasaki, R., Goff, W., Dowsett, A., Parossien, D., Matthies, J., Di Iorio, C., Montey, S., Rowe, S. and Puddy, G. (2020), “The practicum experience during covid-19-supporting initial teacher education student’s practicum experience through a simulated classroom”, Journal of Technology and Teacher Education, 28(2), 329-339.
  • Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. https://doi.org/10.1177/0022487115573264
  • Shinta, L. G. B., & Aprilia, N. (2020). EFL Teacher candidates’perceptions of online teaching-practicum during Covid-19 Pandemic. Journal of English Language, Literature, and Teaching, 4(2).
  • Shoepe, T. C., McManus, J. F., August, S. E., Mattos, N. L., Vollucci, T. C., & Sparks, P. R. (2020). Instructor prompts and student engagement in synchronous online nutrition slasses. American Journal of Distance Education, 1-17. https://doi.org/10.1080/08923647.2020.1726166
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. https://doi.org/10.1007/s10857-007-9063-7
  • Sürücü, A., Ali, Ü. N. A. L., & Yıldırım, A. (2019). Kurum Deneyimi Dersi Kapsamında Günlük Yazmanın Rehber Öğretmen (Psikolojik Danışman) Adaylarının Mesleki Gelişimine Katkısının İncelenmesi. Turkish Psychological Counseling and Guidance Journal, 9(53), 373-409.
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57–76.
  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739. https://doi.org/10.1111/j.1467-8535.2011.01234.x
  • Turğut, M., & Yenilmez, K. (2011). İlköğretimde web tabanlı matematik eğitimine ilişkin lisansüstü öğrencilerin görüşleri. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2(2), 121-139.
  • Van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356. https://doi.org/10.1177/0022487114534266
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Seçkin Yayıncılık
  • Yılmaz, G. K., & Güven, B. (2015). Öğretmen adaylarının uzaktan eğitime yönelik algılarının metaforlar yoluyla belirlenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 299-322.
  • Yolcu, H. H. (2020). Koronavirüs (Covid-19) pandemi sürecinde sınıf öğretmeni adaylarının uzaktan eğitim deneyimleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4)237-250.

Acil Uzaktan Eğitim: Özel Eğitim Kurumlarında Gözlem Dersi Örneği

Yıl 2023, Cilt: 7 Sayı: 2, 1590 - 1620, 21.10.2023

Onur Emre Kocaöz Gülistan Yalçın Neslihan Ünlüol Ünal

https://doi.org/10.30561/sinopusd.1358443

Öz

Bu çalışmanın amacı, özel eğitim öğretmen adaylarının acil durum eğitiminde gerçekleştirilen özel eğitim kurumlarında gözlem dersine ilişkin görüşlerini belirlemektir. Pandemi sürecinde uzaktan eğitim ile 2. sınıf özel eğitim öğretmen adaylarına 'Özel Eğitim Kurumlarında Gözlem' dersi verilmiştir. Bu ders, ortalama 77 dakika süren toplam 12 haftalık bir oturumda sunulmuştur. Bu derse katılan toplam 40 öğretmen adayı bu çalışma için katılımcı olarak belirlenmiştir. Nitel araştırma desenlerinden fenomoloji deseni uygulanmıştır. Çalışmada veriler betimsel analiz tekniği ile analiz edilmiştir. Veriler, her bir tema (kursa ilişkin beklentiler, görüşler, öneriler) altında yer alan kodların frekansları hesaplanarak tablolar halinde düzenlenmiştir. Analiz sonucunda, katılımcıların çoğu verilen bu çevrimiçi kursu, özel eğitim öğretmenlerinin deneyimlerini dinleme ve farklı engel gruplarından öğrencilerin gerçek videolarını izleme fırsatına sahip olma açısından olumlu bulmuştur. Bununla birlikte, interaktif videoların kullanım sayısının, her engel grubuyla ilgili ayrıntılı videoların izlenmesinin ve ders süresinin uzatılabileceğini önermişlerdir.

Anahtar Kelimeler

Özel eğitim öğretmen adayları Uzaktan eğitim Öğretmen hazırlığı Çevrimiçi lisansüstü dersler Pandemi dönemi

Kaynakça

  • Akkuş, İ., & Acar, S. (2017). A research on determining the effect of technical problems in simultaneous learning environments on teachers and learners. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 363-376.
  • Akmeşe, P. P., & Kayhan, N. (2021). Koronavirüs (Covid-19) Salgınında özel eğitimde öğretmenlik uygulaması dersi ve öğretmen deneyimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 73-104. https://doi.org/10.29299/kefad.813169
  • Al Abiky, W. B. (2021). Lessons learned for teacher education: Challenges of teaching online classes during covid-19, what can teacher candidates tell us?. Revista Argentina de Clínica Psicológica, 30(2), 110. https://doi.org/10.24205/03276716.2020.4011
  • Brinia, V., & Psoni, P. (2021). Online teaching practicum during COVID-19: the case of a teacher education program in Greece. Journal of Applied Research in Higher Education. 14(2), 610-624. https://doi.org/10.1108/JARHE-07-2020-0223
  • Çamlıbel-Acar, Z., & Eveyik-Aydın, E. (2022). Perspectives of EFL teacher trainers and teacher candidates on continued mandatory distance education during the pandemic. Teaching and Teacher Education, 112, 103635. https://doi.org/10.1016/j.tate.2022.103635
  • Cesur, K. (2021). Review of the studies on teaching practicum courses in Turkey: Suggestions for teacher education. Eurasian Journal of Language Teaching and Linguistic Studies, 30, 36.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. https://doi.org/10.1080/0161956X.2014.939009
  • Doğan, S., & Tatık, R. Ş. (2015). Evaluation of distance education program in Marmara University according to the views of students. Route Educational and Social Science Journal, 2(1), 247-261.
  • Durak, G., & Çankaya, S. (2020). Undergraduate students' views about emergency distance education during the COVID-19 pandemic. Online Submission, 5(1), 122-147.
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. https://doi.org/10.46451/ijts.2020.09.09
  • Eti I., & Karaduman, B. (2020). Investigation Of Covid-19 pandemic process ın terms of professional competences of teacher candidates. Milli Egitim, 635-656.
  • Garrison, D.R., & Vaughan, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
  • Günlü, Y., & Çakmak, S. (2021). Özel gereksinimli çocukları olan babalarının Covid-19 sürecinde online eğitimlere ilişkin görüşleri. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 148-162
  • Gustine, G. G. (2021). " How do you work out this zoom classroom?": Pre-service english teachers’ challenges and expectations during transition to online teaching practicum. Research and Innovation in Language Learning, 4(1), 68-78. http://dx.doi.org/10.33603/rill.v4i1.4301
  • Hong, C. E., & Riper, I. V. (2016). Enhancing teacher learning from guided video analysis of literacy instruction: An interdisciplinary and collaborative approach. Journal of Inquiry & Action in Education, 7(2), 94–110.
  • Izgi Onbasili, U., & Sezginsoy, B. (2021). Distance education in the Covid-19 pandemic period: Opinions of primary pTeacher candidates about teaching practice course. Journal of Educational Technology and Online Learning, 4(4), 726-744. http://doi.org/10.31681/jetol.1016098
  • Jin, M. (2022). Preservice teachers’ online teaching experiences during COVID-19. Early Childhood Education Journal, 1-11. https://doi.org/10.1007/s10643-022-01316-3
  • Kırmacı, Ö., & Acar, S. (2018). Kampüs öğrencilerinin eşzamanlı uzaktan eğitimde karşılaştıkları sorunlar. Eğitimde Kuram ve Uygulama, 14 (3), 276-291.
  • Kozikoğlu, İ., & Soyalp, H. (2018). Aday öğretmenlerin, danışman öğretmenlerin ve okul yöneticilerinin aday öğretmen yetiştirme programına yönelik görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 934-952.
  • Macy, M., Squires, J. K., & Barton, E. E. (2009). Providing optimal opportunities: Structuring practicum experiences in early intervention and early childhood special education preservice programs. Topics in Early Childhood Special Education, 28(4), 209-218. https://doi.org/10.1177/0271121408327227
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers.
  • Nagro, S. A., & Cornelius, K. E. (2013). Evaluating the evidence base of video analysis: A special education teacher development tool. Teacher Education and Special Education, 35, 312–329. https:// doi.org/10.1177/0888406413501090
  • Nel, C., & Marais, E. (2021). Addressing the wicked problem of feedback during the teaching practicum. Perspectives in Education, 39(1), 410-426. http://dx.doi. org/10.18820/2519593X/pie.v39. i1.25 e-ISSN
  • Öztaş, S., & Kılıç, B. (2017). Atatürk ilkeleri ve inkilâp tarihi dersi'nin uzaktan eğitim şeklinde verilmesinin üniversite öğrencilerinin görüşleri açisindan değerlendirilmesi (Kırklareli üniversitesi örneği). Turkish History Education Journal. 6(2), 268-293.
  • Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333.
  • Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39. https://doi.org/10.5944/openpraxis.8.1.212
  • Piştav-Akmeşe, P., & Kayhan, N. (2020). Özel eğitim öğretmenliği öğrencilerinin koronavirüs (covid-19) salgın sürecinde uygulama derslerine ilişkin deneyimleri, Turkish Studies, 15(8), 3669-3688.
  • Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155-162. https://doi.org/10.21070/jees.v5i2.646
  • Sandall, S., Hemmeter, M. L., Smith, B. J. & McLean, M. E., (2005). DEC recommended practices: A comprehensive guide for practical application. Longmont, CO: Sopris West.
  • Santagata, R., Guarino, J. Using video to teach future teachers to learn from teaching. ZDM Mathematics Education 43, 133–145 (2011). https://doi.org/10.1007/s11858-010-0292-3
  • Sasaki, R., Goff, W., Dowsett, A., Parossien, D., Matthies, J., Di Iorio, C., Montey, S., Rowe, S. and Puddy, G. (2020), “The practicum experience during covid-19-supporting initial teacher education student’s practicum experience through a simulated classroom”, Journal of Technology and Teacher Education, 28(2), 329-339.
  • Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. https://doi.org/10.1177/0022487115573264
  • Shinta, L. G. B., & Aprilia, N. (2020). EFL Teacher candidates’perceptions of online teaching-practicum during Covid-19 Pandemic. Journal of English Language, Literature, and Teaching, 4(2).
  • Shoepe, T. C., McManus, J. F., August, S. E., Mattos, N. L., Vollucci, T. C., & Sparks, P. R. (2020). Instructor prompts and student engagement in synchronous online nutrition slasses. American Journal of Distance Education, 1-17. https://doi.org/10.1080/08923647.2020.1726166
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. https://doi.org/10.1007/s10857-007-9063-7
  • Sürücü, A., Ali, Ü. N. A. L., & Yıldırım, A. (2019). Kurum Deneyimi Dersi Kapsamında Günlük Yazmanın Rehber Öğretmen (Psikolojik Danışman) Adaylarının Mesleki Gelişimine Katkısının İncelenmesi. Turkish Psychological Counseling and Guidance Journal, 9(53), 373-409.
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57–76.
  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739. https://doi.org/10.1111/j.1467-8535.2011.01234.x
  • Turğut, M., & Yenilmez, K. (2011). İlköğretimde web tabanlı matematik eğitimine ilişkin lisansüstü öğrencilerin görüşleri. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2(2), 121-139.
  • Van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356. https://doi.org/10.1177/0022487114534266
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Seçkin Yayıncılık
  • Yılmaz, G. K., & Güven, B. (2015). Öğretmen adaylarının uzaktan eğitime yönelik algılarının metaforlar yoluyla belirlenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 299-322.
  • Yolcu, H. H. (2020). Koronavirüs (Covid-19) pandemi sürecinde sınıf öğretmeni adaylarının uzaktan eğitim deneyimleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4)237-250.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Sosyolojisi
Bölüm Araştırma Makaleleri
Yazarlar

Onur Emre Kocaöz 0000-0001-8412-0736

Gülistan Yalçın 0000-0002-9668-0359

Neslihan Ünlüol Ünal 0000-0001-6762-1563

Yayımlanma Tarihi 21 Ekim 2023
Gönderilme Tarihi 11 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 2

Kaynak Göster

APA Kocaöz, O. E., Yalçın, G., & Ünlüol Ünal, N. (2023). The Emergency Distance Education: An Example Of Observation In Special Education Institutions Course. Sinop Üniversitesi Sosyal Bilimler Dergisi, 7(2), 1590-1620. https://doi.org/10.30561/sinopusd.1358443
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