An overview of the second year of a mentoring program designed for special education teachers of children with autism in the early years of profession<p>Öğretmenliğin ilk yıllarında otizm spektrum bozukluk tanılı öğrencilerle çalışan özel eğitim öğretmenlerine uygulanan mentorluk programının ikinci yılına bakış
Keywords:
Autism spectrum disorders, qualitative research, mentor, special education, teacher, Mentor, nitel araştırma, otizm spektrum bozukluğu, özel eğitim, öğretmenAbstract
Early years of teaching profession can be hard especially for teachers of children with autism spectrum disorder (ASD) due to difficulties of ASD. Work adjustment programs are designed to facilitate first years of teachers who may have difficulty in adjusting to teaching, performing teaching and coping with behavior problems. These programs can include services aimed to help acquire knowledge and skills, mentoring, and consulting. This paper presents a qualitative case study on the second year of an online mentoring program designed for teachers of students with ASD. The study participants include seven teachers graduated from the Education of Mentally Disabled Program and working in special education implementation centers students with ASD. The data was collected through artifacts, opinion form, and researcher diary. The results show that the online mentoring program involves topics for the participants’ needs and offers benefits such as professional development and adjustment. The results also include participants’ views on the weaknesses and strengths of the program.
Extended English abstract is in the end of PDF (TURKISH) file.
Özet
Öğretmenlik mesleğinin ilk yılları, otizm spektrum bozukluğu (OSB) öğrencilerle çalışan öğretmenler için, OSB’nin kendine özgü güçlüklerinden dolayı zor geçebilmektedir. Öğretmenliğe alışmanın yanı sıra, öğretim sunmada ve davranış sorunlarıyla baş etmede sorunlar yaşayabilen bu öğretmenlerin mesleklerinin ilk yıllarını başarılı bir şekilde geçirmelerini sağlayan işe uyum programları; bilgi ve beceri kazandırma amaçlı hizmetler, mentorluk, danışmanlık şeklinde yürütülebilmektedir. Bu araştırmada, mesleğinin ilk yıllarını OSB alanında çalışan öğretmenlere yönelik bir çevrimiçi mentorluk programının ikinci yılı nitel vaka çalışmasıyla incelenmiştir. Katılımcılar, özel eğitim uygulama merkezleri ve bağımlı Otistik Çocuklar Eğitim Merkezlerinde (OÇEM) göreve başlayan Z.E.Ö. lisans programı mezunu yedi öğretmendir. Veriler, süreç ürünleri, görüş formu ve araştırmacı günlükleri ile toplanmıştır. Betimsel analiz sonucundaki bulgular çevrimiçi mentorluk programının katılımcıların ihtiyaçlarına yönelik konulardan oluştuğunu, programın mesleki gelişim, uyum gibi faydaları olduğunu göstermiştir. Ayrıca, programın eksik ve güçlü yönlerine ilişkin katılımcı görüşleri bulgularda yer almıştır. Araştırmanın, çevrimiçi mentorluk programlarının planlanması ve yürütülmesi sürecine ışık tutabileceği düşünülmektedir.
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