The Effects of the Preschool Inclusion Program on Teacher Outcomes in Turkey

Autor/inn/en	Sucuoglu, Nimet Bülbin; Bakkaloglu, Hatice; Akalin, Selma; Demir, Seyda; Iscen-Karasu, Fadime
Titel	The Effects of the Preschool Inclusion Program on Teacher Outcomes in Turkey
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 4, S.324-341 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2015.1105328
Schlagwörter	Foreign Countries; Teacher Education Programs; Outcomes of Education; Teacher Attitudes; Inclusion; Disabilities; Measurement Techniques; Classroom Techniques; Teacher Behavior; Program Effectiveness; Questionnaires; Rating Scales; Teacher Student Relationship; Program Implementation; Pretests Posttests; Preschool Teachers; Turkey (Ankara); Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Lehrerverhalten; Inklusion; Handicap; Behinderung; Messtechnik; Klassenführung; Teacher behaviour; Fragebogen; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	The aim of this study was to evaluate the effects of a teacher training program on teacher outcomes. The teachers' knowledge and attitudes regarding inclusion, classroom management strategies, and their relationships with children both with and without disabilities were evaluated using self-report instruments. In addition, their classroom behaviors were evaluated by independent observers. The teacher education program included a variety of topics related to inclusion and effective strategies for inclusive classrooms. The data were collected prior to the education, after the completion of the program, and 6 months afterwards. The results indicated that the teacher program seemed to have moderate-to-large effects on all teacher outcomes, but the changes in their classroom behaviors were minimal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01