Neslihan ÜNLÜOL ÜNAL, Muhammed A. KARAL, Sema TAN

Etkileşimli Geribildirim Prosedürlerinin Bireyselleştirilmiş Eğitim Programı (BEP) Amaçları Üzerindeki Etkisinin İncelenmesi

Bireyselleştirilmiş Eğitim Programı (BEP), hem öğrencilerin ihtiyaçlarına cevap vermek hem de onların ilerlemelerini değerlendirebilmek için kritik öneme sahiptir. Bu çalışmanın amacı, öğretmen adaylarının etkileşimli geri bildirim prosedürlerini kullanarak BEP amaç ve hedeflerini yazma performanslarını arttırmaktır. Araştırmaya sınıf öğretmenliği programında öğrenim gören 73 öğretmen adayı katılmıştır. Öğretmen adaylarından, kendilerine verilen olay senaryolarına üç farklı zamanda BEP amaçları yazmaları istendi. Bu amaçlar puanlandıktan sonra, tekrarlı ölçümlerde iki faktörlü varyans analizi uygulandı. Çalışmanın sonuçları, ön test-son test- izleme puanları için ortalamalar arasında istatistiksel olarak anlamlı farklılıklar olduğunu göstermektedir. Buna göre, etkileşimli geribildirim prosedürleri uygulaması öğretmen adaylarının BEP amaç ve hedeflerini yazma becerilerini geliştirmede başarılı bulunmuştur. Araştırmacılar, bulguları güncel alan yazın ile tartışmış ve uygulamacılar için çeşitli öneriler sunmuşlardır.

Anahtar Kelimeler:

amaç yazma, öğretmen eğitimi, bireyselleştirilmiş eğitim programı (BEP), etkileşimli geribildirim, özel gereksinimli öğrenciler

Examining The Effect of Interactive Feedback Procedure on the Individualized Education Program (IEP) Goals

An Individualized Education Program (IEP) is essential for both assisting students to meet their needs and enabling professionals to evaluate the students’ progress. The purpose of this study was to enhance the teacher candidates’ performance of writing IEP goals and objectives by using interactive feedback procedures. Seventy-three pre-service teachers in elementary education program participated in the study. They were required to write IEP goals according to case scenarios at three different times. A two-factor analysis of variance with repeated measures was completed for the dependent variables. The results of this study indicate that there are statistically significant differences between the means at each measurement time for pretest-posttest-maintenance scores. Implementation of interactive feedback procedures are found to be successful at improving the IEP goals and objectives writing skills of the teacher candidates. Limitations and implications for practitioners are presented.

Keywords:

goal writing, pre-service teacher education, individualized education program (IEP), interactive feedback, students with special needs,

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