Qualifications of Subject Teachers in Special Education Schools

Autor/inn/en	Rasmussen, Meryem Uçar; Kis, Arzu
Titel	Qualifications of Subject Teachers in Special Education Schools
Quelle	In: Journal of Education and Training Studies, 6 (2018) 4, S.48-57 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Teacher Qualifications; Foreign Countries; Special Education; Special Schools; Qualitative Research; Semi Structured Interviews; Questionnaires; Knowledge Base for Teaching; Disabilities; Symptoms (Individual Disorders); Educational Resources; Faculty Development; Negative Attitudes; Peer Influence; Teacher Characteristics; Educational Attainment; Career Choice; Barriers; Content Analysis; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Lehrqualifikation; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Qualitative Forschung; Fragebogen; Teaching theory; Theory of teaching; Unterrichtstheorie; Handicap; Behinderung; Psychiatrische Symptomatik; Bildungsmittel; Negative Fixierung; Bildungsabschluss; Bildungsgut; Inhaltsanalyse
Abstract	Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers' knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students' different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01