Metaphoric Perceptions of Preschool Teachers towards Inclusive Education

Autor/in	Bulut, Ayhan
Titel	Metaphoric Perceptions of Preschool Teachers towards Inclusive Education
Quelle	In: Acta Educationis Generalis, 11 (2021) 2, S.112-128 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2585-7444
DOI	10.2478/atd-2021-0016
Schlagwörter	Preschool Teachers; Teacher Attitudes; Figurative Language; Inclusion; Students with Disabilities; Special Education; Young Children; Public Schools; Positive Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Frühe Kindheit; Public school; Öffentliche Schule; Ausland; Türkei
Abstract	Introduction: The purpose of this study is to determine the metaphorical perceptions of preschool teachers in regard with the concept of inclusive education. Methods: In this study, phenomenology design, which is one of the qualitative research methods, was used. The study group of this research consists of preschool teachers, who have students either received or currently receiving inclusive education in their classrooms. In the research, the content analysis was conducted in order to analyze the data obtained from preschool teachers. Results: Of the 113 preschool teachers participated in the study, the answers given by 101 teachers to the research question were included in the evaluation. At the end of the evaluation phase, it was determined that preschool teachers developed a total of 53 different metaphors in regard with the concept of inclusive education and 53 valid metaphors developed by preschool teachers were analyzed by gathering them under 9 different categories according to their common characteristics. Discussion: In accordance with the data obtained from the research, the distribution of metaphors developed by preschool teachers regarding the concept of "inclusive education" by categories is observed as follows: inclusive education as the riches of nature, inclusive education depending on the soil and inclusive education as work and living areas. However, the metaphor of the "rainbow" draws attention as the most developed metaphor for inclusive education in all categories by the participants. Limitations: Due to the COVID-19 virus pandemic, data were collected from participants using an online interview form. Conclusion: The study also concluded that the perceptions of the participants towards inclusive education were generally positive. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01