A Study of Teaching and Learning Conceptions and Cognitive Flexibility of Classroom Teachers In Terms of Inclusion and Self-Efficacy Prediction Levels 1 (original) (raw)

Abstract

In this study, it is analysed that to what extent inclusive class teachers' teaching and learning conceptions and cognitive flexibilities predict their self-efficacy perceptions of inclusive education. The sample of study which is designed according to correlational research, consist of 301 class teachers working in state schools from district of Istanbul; Kadıkoy, Maltepe and Uskudar. As data collection tools, Efficacy for Inclusion Scale which is developed by Hollande (2011) and adapted into Turkish by Bilgiç and Meral (2012), Cognitive Flexibility Inventory which is developed by Dennis and Wal (2010) and adapted into Turkish, by Gülüm and Dağ (2012), Teaching and Learning Conceptions Questionnaire developed by Chan and Elliot (2004) and adapted into Turkish by Aypay (2011) and Personal Information Form were used in the study. As a result, it is found that there is positive and medium level significant correlation between cognitive flexibility and self-efficacy perceptions relating to inclusive education. Moreover self-efficacy has low-level significance and positively related with constructivist conception; cognitive flexibility has negative relation with traditional conception, however it has positive and statistically significant relation with constructivist conception. Finally as a result of multiple regression analyse, it has been found out that variables of cognitive flexibility along with constructivist conception explain the 17% of the sum of variance of teachers' efficacy. When the results of t-test related to significance of regression factors are examined, the 1 This article was prepared from a masters thesis titled " A Study of Teaching and Learning Perceptions and Cognitive Flexibility of Classroom Teachers In Terms of Inclusion and Self-efficacy Prediction Levels " completed in Marmara University, Institute of Educational Sciences, Psychological Counselling and Guidance Program. 240 variable of cognitive flexibility has only predicted teacher efficacy at significant level (β = .37, p<.001). On the other hand, it has been confirmed that constructivist conception as a sub-dimension do not predict teacher efficacy at a significant level (β = .08, p>.05).

Figures (1)

Sub-Dimensions of Constructivist Approach Marks As it can be seen from the Table, there is a significant relationship between self-efficacy

Sub-Dimensions of Constructivist Approach Marks As it can be seen from the Table, there is a significant relationship between self-efficacy

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

References (32)

  1. Özel Eğitim Hizmetleri Yönetmeliği, 2006. MEB (Milli Eğitim Bakanlığı), MEB Yayınevi, Ankara.
  2. R. B. Lewis, and H.D. Doorlag, Teaching Special Students in General Education Classrooms, Prentice Hall , New Jersey, 1999
  3. S: Baglieri and A. Shapiro, Disability Studies and The Inclusive Classroom: Critical Practices For Creating Least Restrictive Attitudes, Routledge, New York, 2012.
  4. E. Morin, (2013) Geleceğin Eğitimi için Gerekli Yedi Bilgi (Tra. H. Dilli), Bilgi University Press, İstanbul.
  5. A. Aypay, 2011. Öğretme ve Öğrenme Anlayışları Ölçeği'nin Türkiye uyarlaması ve epistemolojik inançlar ile öğretme ve öğrenme anlayışları arasındaki ilişkiler. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 7-29.
  6. S. Gabel,and S. Peters, 2004. Presage of a paradigm shift? Beyond the social model of disability toward resistance theories of disability, Disability & Society, 19(6), 585-600.
  7. R. Al-Jabari, 2012, Relationships Among Self-Esteem Psychological And Cognitive Flexibility And Psychological Symptomatology. Order No. 1523876, PhD Thesis, University of North Texas, USA.
  8. B. Gündüz, 2013, Bağlanma stilleri, akılcı olmayan inançlar ve psikolojik belirtilerin bilişsel esnekliği yordamadaki katkıları, Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2071-2085.
  9. M. M. Martin and C. M. Anderson, 1998, The cognitive Flexibility Scale: Three validity studies. Communication Repots, 11, 1-9.
  10. A. Bandura, 1997, Self-Efficacy: The Exercise of Control, W.H Freeman and Company, New York, 1997.
  11. M. Tschannen-Moran and A. Woolfolk Hoy, 2002. The influence of resources and support on teachers' efficacy beliefs. In annual meeting of the American Educational Research Association, New Orleans, LA.
  12. Y. Leyser, 2002. Choices of instructional practices and efficacy beliefs of Israeli general and special educators: A cross-cultural research initiative. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(2), 154-167.
  13. S. Kaner, 2010. Özel gereksinimli olan ve olmayan öğrencilerin öğretmenlerinin öz- yetkinlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(1), 193- 217.
  14. A. Mojavezi and P. M. Tamiz, 2012. The impact of teacher self-efficacy on the students' motivation and achievement. Theory and Practise in Language Studies, 2(3), 483-491.
  15. S. Batu, 2000. Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri. Ankara Üniversitesi Eğitim Fakültesi Özel Eğitim Dergisi, 2(4), 35-45.
  16. G. Kırcaali-İftar, Kaynaştırma ve Destek Eğitim Hizmetleri. Pegem press, Ankara, 2000.
  17. N. Hampton, 2013. Inclusive models of education in mainstream schools: A teacher's experience. (Order No. MR87450), Nipissing University (Canada)). ProQuest Dissertations and Theses, , 90. Retrieved from http://search.proquest.com/ docview/ 1465433200? accountid=12251. (1465433200). Nipissing University ,Canada.
  18. B. F. Meral and E. Bilgiç, 2012. Kaynaştırmada Öğretmen Yeterliği Ölçeği'nin Türkçe uyarlama, geçerlik ve güvenirlik çalışması. International Journal of Human Sciences . (9)2, 253-263.
  19. V. Gülüm and İ. Dağ, 2012. Tekrarlayıcı Düşünme Ölçeği ve Bilişsel Esneklik Envanterinin Türkçe'ye uyarlanması, geçerliliği ve güvenirliği, Anatolian Journal of Psychiatry, 13, 216-223.
  20. A. Bandura, 1989. Regulation of cognitive processes through perceived self- efficacy. Developmental psychology, 25(5), 729-735.
  21. A. Bandura,2012. On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.
  22. F. Altunkol, 2011. The Research Of The Relationship Between Perceived Stress Level and the Cognitive Flexibility of University Students. Post Graduate Thesis, The Institution of Social Sciences, The Department of Educational Sciences, Adana.
  23. N. Zengin, 2007. Sağlık yüksek okulu öğrencilerinde öz yeterlilik algısı ve klinik uygulamada yaşanılan stresle ilişkisinin incelenmesi. Atatürk Üniversitesi Hemşirelik Yüksekokulu Dergisi, 10(1), 49-57.
  24. B. Moeini, F. Shafii, A. Hidarnia, G. R. Babaii, B. Birashk,and H. Allahverdipour, 2008. Perceived stress, self-efficacy and its relations to psychological well-being status in Iranian male high school students. Social Behavior and Personality: an International Journal, 36(2), 257-266.
  25. G. Baş and Ö. Beyhan, 2013. Öğretmen adaylarının öğretme-öğrenme anlayışları ile öğrenci kontrol ideolojileri arasındak iilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı (1), 14-26.
  26. U. Sharma, T. Loreman and C. Forlin, 2012. Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1),12-21.
  27. S. Saçıcı, 2013. The Interrelation Between Pre-Service Science Teachers' Conceptions Of Teaching And Learning, Learning Approaches And Self-Efficacy Beliefs, . Post Graduate Thesis. The Institution of Social Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/Ulusal Tez Merkezi/ SearchTez from this address in 15 May 2015.
  28. C. Koç,2013. Sınıf öğretmenlerinin öz yeterlik algıları ve yapılandırmacı öğrenme ortamı oluşturma becerilerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı (1), 240-255.
  29. Y. Nie, G. H. Tan, A. K. Liau, S. Lau and B. L. Chua, 2013. The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67-77.
  30. M. Schommer, 1990. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  31. K. W. Chan and R. G. Elliot, 2004. Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817- 831.
  32. Ç. Ş. Taşkın, 2012. Epistemolojik inançlar: öğretmen adaylarının öğrenme yaklaşımlarını yordayıcı bir değişken/ epistemological beliefs: as predictors of preservice teachers' learning aprroaches. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19).