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Bu araştırma; görme engelli müzik öğretmenlerinin öğretmenlik sürecinde yaşadıkları sorunları saptamak ve sorunlara yönelik çözüm önerileri getirmek amacıyla yapılmış nitel bir durum çalışmasıdır. Araştırmanın çalışma grubunu, 2019-2020 eğitim-öğretim yılı içerisinde öğretmenlik yapmakta olan ve en az bir yıllık öğretmenlik tecrübesi bulunan 10 görme engelli müzik öğretmeni oluşturmaktadır. Veri toplama aracı olarak, araştırmacılar tarafından geliştirilen yapılandırılmış görüşme formu kullanılmıştır. Veriler; ‘Google Formlar’ kullanılarak hazırlanan görüşme formlarının, katılımcılara ‘WhatsApp, Facebook, e-posta’ gibi iletişim kanallarıyla ulaştırılması yoluyla toplanmıştır. Elde edilen veriler, alt problemler doğrultusunda, betimsel olarak analiz edilmiştir. Araştırma sonuçları; görme engelli müzik öğretmenlerinin en çok, normal gelişim gösteren öğrencilere müzikal okuma-yazma öğretiminde ve bunu takiben sınıf yönetiminde zorlandıklarını göstermiştir. Bunun yanısıra; MEB tarafından verilen hizmet içi eğitimlerin erişilebilir olmaması nedeniyle bu eğitimlerden yararlanamadıkları da tespit edilmiştir. Araştırma sonucunda, görme engelli müzik öğretmenlerinin kendi sınıflarında karşılaştıkları sorunların çözümüne yönelik olarak önerilerde bulunulmuştur.
This research is a qualitative situation study conducted in order to identify the problems that music teachers with visual disabilities experience in their teaching process and to bring solutions to the problems with suggestions. The research work group consists of 10 visual disabled music teachers who are teaching during the 2019-2020 educational year and have at least one year of teaching experience. As a data collection tool, a structured conversation form developed by researchers has been used. The data was collected through the transmission of the call forms prepared using 'Google Forms' to participants through communication channels such as 'WhatsApp, Facebook, e-mail'. The data obtained, according to the sub-problems, was visually analyzed. The research results have shown that visual disabilities music teachers have the most difficulty in teaching and writing music to students with normal development and then in class management. In addition, it has also been found that the services provided by the MEB are not accessible because they are not able to benefit from these training. The research has given recommendations on the solutions to the problems that music teachers with visual disabilities encounter in their classes.
This is a qualitative case study conducted to identify the problems experienced by visually impaired music teachers’ problems during the teaching process and to suggest solutions for these problems. The study group of the research consists of 10 visually impaired music teachers who have had at least one year of teaching experience during the academic year 2019-2020. A structured interview form, which was developed by the researchers using Google Forms, was used as a data collection tool. The interview forms were sent to the participants through the communication channels such as 'WhatsApp, Facebook, and e-mail. The data obtained were analyzed descriptively in line with the sub-problems. It was found out that visually impaired music teachers had difficulties in general in teaching musical reading and writing to the normal students and subsequently in the classroom management. In addition, the teachers had reported that they could not benefit from the in-service trainings given by the Ministry of National Education. At the end of this research, suggestions were given to solve the problems reported by the visually impaired music teachers.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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