Akademik Veri Yönetim Sistemi
İnönü Üniversitesi Eğitim Fakültesi Dergisi, cilt.20, sa.2, ss.439-456, 2019 (Hakemli Dergi)
The aim of this study is to determine the effects of in-service education program(INSEP) that is developed for increasing the competences in the inclusive education ofthe pre-school education teachers (PSETs), on their knowledge level and self-efficacyperceptions, and on the satisfaction of the teachers with regard to the program. Thepretest-posttest control group design was used in the study. The independent variableof the study is the INSEP that is applied to the control group. The dependent variablesare the knowledge level and self-efficacy perception level of the teachers in the bothgroup of inclusive education. The participants of the study consist of 35 pre-schoolteachers. The data of the study are collected through Information Form, InclusiveEducation Information Test (IEIT), scale of “Teacher Efficacy for the Inclusion of YoungChildren with Disabilities (TEIYD) and INSEP Satisfaction Questionnaire. The analysisof the research data is performed by using SPSS 16.0 program. The data is receivedthrough IEIT and TEIYD, and analyzed through Dependent Sample t-test; and thesatisfaction levels of the teachers are analyzed descriptively. In this study the INSEP isapplied which aims to develop the competences of the PSETs’ towards inclusion. As aresult of the application, it is found that while there is no significant differencebetween the pre-test scores of the experimental group and control group (p>0.05); asignificant difference is found between the post-test scores (p<0.05). Towards theeffect of the applied INSEP on the self-efficacy perception of the teachers on inclusion,it is found that there is a significant difference between the post-test scores of theexperimental and control groups (t(33)= 6.283, p=0.000). At the same time, it isdetermined that the teachers have positive view towards the applied INSEP.