Pre-service early childhood teachers' beliefs on inclusive education with respect to their self-reported personality traits

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Türkiye

Tezin Onay Tarihi: 2015

Öğrenci: CELAL İLER

Danışman: REFİKA OLGAN

Özet:

The aims of this study were; (1) to examine the pre-service early childhood teachers’ beliefs on inclusion, their personality traits, (2) the relationship between the pre-service early childhood teachers’ beliefs on inclusion and their personality traits, and (3) whether the pre-service early childhood teachers’ beliefs on inclusive education differ with respect to participation a course on inclusive education. The participant of the study were 907 second, third and fourth year pre-service early childhood teachers from four public and one private university in Ankara. Data were collected in the fall term of 2014-2015 academic year using the Demographic Information Scale, the Turkish version of Pre-service Teachers’ Beliefs Toward Inclusion Scale (TPTBI) and the Turkish version of Big Five Inventory (BFI). The results of the exploratory and confirmatory factor analyses indicated that the Turkish version of Pre-service Teachers’ Beliefs Toward Inclusion Scale is valid and reliable instrument to measure pre-service teachers’ beliefs on inclusive education. Based on results of descriptive analysis, the pre-service early childhood teachers’ hold positive beliefs on inclusive education. The results of MANOVA analysis revealed that there is a positive relationship between pre-service teachers’ beliefs on inclusion and their participation a course on inclusive education. Moreover, the multiple regression analysis indicated pre-service teachers’ openness, conscientiousness, and agreeableness personality traits have a predictive impact on their beliefs on inclusive education.