DOES THE SELF-EFFICACY OF THE TEACHERS WHO HAVE INCLUSIVE STUDENTS IN THEIR CLASS AND OF THE ONES WHO DO NOT DIFFER?
Articles > Article · 2016
Authors: Pelin PİŞTAV AKMEŞE, Hatice Nilay Kayhan
ASOS JOURNAL The Journal of Academic Social Science/Uluslararası Sosyal Bilimler Dergisi, Other Refereed National Journals, National, 2016, vol 4, pp 303-324
Summary
<p>The children in preschool period, the game has an effect in which every child participates</p><p>willingly and savorily, and which activates the imaginary world and creativity</p><p>of the child. The aim of this study is to determine the self-efficacy of preschool</p><p>teachers who teaches in the inclusive classes regarding game teaching. In this study</p><p>has been carried out using descriptive survey method and the data have been collected</p><p>through "Personal Information Form" which has been prepared for the</p><p>preschool teachers in the inclusive schools by the researchers and "Preschool Period</p><p>Game Teaching Self-Efficacy Questionnaire" developed by Kadim (2012).</p><p>The study in which the differences have been determined by using Chi-Square test</p><p>and Mann Whitney U. It has been found out that having an inclusive student in the</p><p>class or not does not constitute a statistically significant difference in the game</p><p>planning, application, assessment and, professional self-efficacy sub-dimensions of</p><p>the teachers, the type of the school constitutes a statistically significant difference</p><p>in the planning and application self-efficacy sub-dimensions regarding game teaching</p><p>of the teachers who do not have inclusive students in their classes. As a result,</p><p>the game should be thought as an important part of the education in preschool</p><p>education and should be included in in-class activities.</p><p>Keywords: Self-efficacy, game teaching, preschool teacher</p>