Research Information System
Asian Journal of Contemporary Education, vol.5, no.2, pp.57-74, 2021 (Peer-Reviewed Journal)
This research was carried out to identify teachers’ professional competence
development about inclusive practice and their advice for prospective teachers about
this practice. Parallel Mixed-Methods Design was used in this study. In the
quantitative research part of this study, ‘The Development of the Professional
Competencies Scale’ about Inclusion for teachers was used. Also, In the qualitative
research part a Semi-Structured Interview Form was used to learn the
recommendations of teachers who work in inclusive practices to prospective teachers
about these practices. In this research, for data analysis in quantitative research part;
percentage, frequency and arithmetic mean took part in descriptive statistics were used.
Regarding the qualitative part, content analysis was implemented. As a result of this
study, it was found out that teachers' professional development competencies related to
inclusion were moderate, teachers' professional development competencies for inclusion
didn’t differ according to gender, teachers' getting education for inclusion was an
important factor which determines teachers' professional development competencies for
inclusion, and it has been determined that teachers' age, branches, the type of disability
of their students are not important factors on their professional development
competencies for inclusion. Teachers, about inclusion practices, teacher candidates;
They provided advice on professional development, special education content
information, arrangements for students, cooperation with staff, parent training, IEP
training and integration adaptations.