Bilim ve sanat merkezi öğretmenlerinin iki kere farklı öğrenciler hakkındaki bilgi ve öz yeterliklerinin incelenmesi

The fact that the number of the studies in the literature regarding "twice-exceptional students," who are both gifted and have learning disabilities, is scarce, there are not any specific assessment and evaluation tools, as well as the knowledge and efficacy of teachers who are working with these students, are limited present challenges and obstacles in developing and assessing the consequences of interventions for this group of students. This study aims to examine the knowledge and self-efficacy regarding twice-exceptional students of teachers working in the Science and Art Centers (SAC), who have a higher possibility to encounter twice-exceptional students. The participants of this study are the teachers working at the SACs and who were selected by purposive sampling. All teachers filled in a demographical form as well as the Twice Exceptional Students Knowledge Test (TESKT) and Twice-Exceptional Students Teacher Self-Efficacy Scale (TESTSS), both of which were developed for this study and reliability and validity studies were conducted. Data collected from Google Forms were entered into the SPSS package program and then firstly the validity and reliability studies of the TESKT and TESTSS were conducted and then data were analyzed in terms of the research questions. The research questions were as follows: a) How is the knowledge levels of SAC teachers about twice-exceptional students? b) How is the self-efficacy levels of SAC teachers about twice-exceptional students? c) Is there a relationship between knowledge and self-efficacy of SAC teachers about twice-exceptional students?, and d) Do knowledge and self-efficacy of SAC teachers differ according to different variables? To answer the first question of the study, mean scores of SAC teachers on TESKT were calculated and it was seen that SAC teachers' knowledge levels about twice-exceptional students were medium level. For the second question of the study, mean scores of SAC teachers on TESTSS were calculated and the results showed that self-efficacy of SAC teachers was high regarding twice-exceptional students. As to answer the third question of the study the relationship between TESKT and TESTSS scores of SAC teachers was examined by Pearson Product-Moment Correlation Coefficient was calculated, and it was seen that the relationship between knowledge and self-efficacy of SAC teachers regarding twice-exceptional students was significantly positive but low. The last question of the study examined whether the knowledge and self-efficacy of SAC teachers differed according to different variables as a) year of teaching experience ( i)1-10 years, ii) 11-20 years, iii)) 21 years and more), b) the results showed that a) educational level ( i) undergraduate, ii) master's degree, iii) Ph.D. degree), c) undergraduate department ( i) education department, ii) other departments), d) having training/ education on giftedness, and e) having training/ education on learning disabilities. For the variables which contain two levels a t-test, for variables of three levels ANOVA was conducted. The results showed that a) SAC teachers' knowledge and self-efficacy did not significantly differ according to year of teaching experience. b) Knowledge and self-efficacy of SAC teachers who hold a Ph.D. degree were significantly higher than that of teachers with a master's or undergraduate degree. However, teachers holding an undergraduate degree or a master's degree did not significantly differ in terms of knowledge and self-efficacy regarding twice-exceptional students. c) Knowledge and self-efficacy of SAC teachers regarding twice-exceptional students did not significantly differ in terms of undergraduate department, i.e., being a graduate of faculty of education or not. d) Having training/ education on giftedness significantly increased knowledge and self-efficacy of SAC teacher regarding twice-exceptional students. Lastly, e) Having training/ education on learning disabilities did not significantly affect knowledge; however, it significantly increased self-efficacy of SAC teachers regarding twice-exceptional students.

Department dc:contributor.department

Özel Eğitim

Grantor dc:publisher

Eğitim Bilimleri Enstitüsü

Year dc:date.issued

2020

Author dc:creator

• Duyar, Saide Nur

Advisor dc:contributor.advisor

• Demir, Şeyda

• Öğrenme güçlüğü
• Özel yetenek
• Bilgi

Language dc:language.iso

tr

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12575/81115

OAI record oai:identifier

https://dspace.ankara.edu.tr/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Adspace.ankara.edu.tr%3A20.500.12575%2F81115