Mentoring Inservice Teachers to Support Their Inclusive Science Teaching Practices for Students with Visual Impairment

Autor/inn/en	Yalcin, Gulistan; Kamali Arslantas, Tugba
Titel	Mentoring Inservice Teachers to Support Their Inclusive Science Teaching Practices for Students with Visual Impairment
Quelle	In: International Journal of Contemporary Educational Research, 7 (2020) 2, S.112-131 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Teaching Methods; Mentors; Visual Impairments; Blindness; Teacher Attitudes; Teacher Role; Grade 3; Grade 4; Elementary School Science; Accessibility (for Disabled); Students with Disabilities; Student Needs; Foreign Countries; Assistive Technology; College Faculty; College School Cooperation; Special Education; Faculty Development; Inclusion; Elementary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Visual handicap; Sehbehinderung; Blindheit; Lehrerverhalten; Lehrerrolle; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Accessibility; Zugänglichkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Fakultät; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	The Accessible Science for Students with Visual Impairment (ASVI) mentoring program aimed at developing innovative teaching methods for teaching science effectively to third-grade and fourth-grade students with visual impairment (VI). In order to achieve this, the program aimed to guide classroom or science teachers to develop or adapt instructional materials based on the objectives of the science class and also the needs of students with VI. The study was conducted during 2019-2020 at Aksaray University, in Turkey, with the participation of 10 faculty members (as the mentors) and 23 inservice teachers (as the mentees). The main purpose of the study was to investigate the inservice teachers' perceptions (as mentees) about the faculty members' mentoring roles, and to understand the mentors' self-perceptions. This research was designed as a qualitative case study. The study's findings revealed that mentors as the focus of the current study, they had the opportunity to implement procedures based on effective mentoring, and were thereby able to help the inservice teachers develop professionally in their preparations. Mentoring was highlighted as a means of overcoming some of the problems that the inservice teachers' faced in their educating of students with special needs. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01