INVESTIGATING THE EXPERIENCES OF PRE-SERVICE TEACHERS IN TEACHING STUDENTS WITH SPECIAL NEEDS

European Journal of Special Education Research Pub Date : 2022-01-25 DOI:10.46827/ejse.v8i1.4132

Caner Kasap, Hamdi Gönüldaş

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Abstract

This study aimed to determine the experiences of pre-service teachers in teaching students with special needs during the practicum. To achieve this goal, the study was designed as descriptive research within the framework of the qualitative research paradigm. The participants were 11 pre-service teachers who had students with special needs during their practicum process. Pre-service teachers were studying in different departments of the faculty of education. The students with special needs were in different disability groups such as visual impairment, physical disability, and autism spectrum disorders. To identify pre-service teachers’ experiences in teaching students with special needs, semi-structured interviews were conducted in the fall semester of the 2021-2022 academic year. The data were analyzed through content analysis. Based on the findings, it can be stated that pre-service teachers needed to be supported regarding individuals with special needs and how to teach these individuals. Besides, although some of the pre-service teachers were supported by mentors, others were not. Article visualizations:

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调查职前教师对特殊需要学生的教学经验

本研究旨在了解职前教师在实习期间对特殊需要学生的教学经验。为了实现这一目标，本研究被设计为定性研究范式框架内的描述性研究。参与者是11位在职前教师，他们在实习过程中有特殊需要的学生。职前教师在教育学院的不同部门学习。有特殊需要的学生分别属于不同的残疾群体，如视力障碍、身体残疾和自闭症谱系障碍。为了确定职前教师在教授有特殊需求学生方面的经验，我们在2021-2022学年的秋季学期进行了半结构化访谈。通过内容分析对数据进行分析。基于调查结果，可以说明职前教师需要在有特殊需要的个体以及如何教这些个体方面得到支持。此外，虽然一些职前教师得到了导师的支持，但也有一些没有。可视化条

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European Journal of Special Education Research

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