İlkokuldaki Üstün Zekalı Öğrencilere Yönelik Program Farklılaştırma Uygulamalarındaki Şanslar ve Sınırlılıklar: Öğretmen Kısmı
Keywords:
program farklılaştırmaları, ilkokul, üstün zekâlılar, ilkokul öğretmenleri, measures of internal differentiation, gifted children, primary school teachersAbstract
Abstract
The presented study analyzes German primary school teachers’ attitudes towards several measures of internal differentiation with re- spect to the anticipated benefit for gifted pupils and the anticipated work load for teachers. Be- sides, correlations of these attitudes with teach- ers’ statements on the frequency of adopting the measures in their own classes were inspected. One-hundred thirty-seven teachers and teacher students were interviewed with a questionnaire on the assessed consequences and the fre- quency of the usage of several methods of dif- ferentiation. Data analysis was done by anal- yses of variance and calculation of Pearson cor- relation coefficients. Results show that teachers, as well as teacher students, mostly assessed the listed measures of internal differentiation to be appropriate for the promotion of gifted pupils, but for teachers there were significant negative correlations between assessed work load and frequency of usage in their own classes.
Öz
Bu araştırmada Almanya’daki ilkokul öğret- menlerinin üstün zekalı öğrencilere yönelik çe- şitli program farklılaştırma uygulamalarının beklenen faydaları ve öğretmenler üzerinde ya- ratabileceği hakkındaki tutumları incelenmiş- tir. Bununla birlikte, öğretmenlerin tutumları ve belirtilen durumları kendi sınıflarında uyar- lama frekansları arasındaki korelasyon da araş- tırılmıştır. Araştırma 137 öğretmen ve öğret- men adayı ile yürütülmüştür. Katılımcılara çe- şitli farklılaştırma stratejilerini ne sıklıkta kul- landıklarını ve iş yüklerini sorgulayan bir ölçek uygulanmıştır. Verilerin istatistiksel analizinde varyans analizi ve Person korelasyon katsayı- ları hesaplanmıştır. Sonuçlar göre; hem öğret- menler hem de öğretmen adayları farklılaş- tırma stratejilerinin üstün zekalı öğrencilerin eğitimini desteklemek için uygun olduklarını bildirmişler, öğretmenlerin iş yükleri ile strate- jileri sınıflarında kullanma frekansları arasında ise negatif korelasyon bulunmuştur.
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